Prospective randomized assessment of acquisition and retention of SILS skills after simulation training

Varley, M.R.; Choi, Ryan; Kuan, Kean Guan; Bhardwaj, Neil; Trochsler, Markus; Maddern, Guy J.; Hewett, Peter; Mees, Soeren Torge

doi:10.1007/s00464-014-3647-y

Cited by 26 publications

(14 citation statements)

References 11 publications

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“…The Fundamentals of Laparoscopic Surgery (FLS) programme uses SBTT to teach laparoscopic skills14, and performance speed and accuracy may be associated with intraoperative performance15 16. Complex motor skills such as precision cutting and single‐incision laparoscopy are difficult to acquire and also prone to decay17, 18, 19, 20. Improved strategies to optimize the efficiency and effectiveness of complex surgical skill training models are required.…”

Section: Introductionmentioning

confidence: 99%

Effects of transcranial direct-current stimulation on laparoscopic surgical skill acquisition

et al. 2018

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BackgroundChanges in medical education may limit opportunities for trainees to gain proficiency in surgical skills. Transcranial direct‐current stimulation (tDCS) can augment motor skill learning and may enhance surgical procedural skill acquisition. The aim of this study was to determine the effects of tDCS on simulation‐based laparoscopic surgical skill acquisition.MethodsIn this double‐blind, sham‐controlled randomized trial, participants were randomized to receive 20 min of anodal tDCS or sham stimulation over the dominant primary motor cortex, concurrent with Fundamentals of Laparoscopic Surgery simulation‐based training. Primary outcomes of laparoscopic pattern‐cutting and peg transfer tasks were scored at baseline, during repeated performance over 1 h, and again at 6 weeks. Intent‐to‐treat analysis examined the effects of treatment group on skill acquisition and retention.ResultsOf 40 participants, those receiving tDCS achieved higher mean(s.d.) final pattern‐cutting scores than participants in the sham group (207·6(30·0) versus 186·0(32·7) respectively; P = 0·022). Scores were unchanged at 6 weeks. Effects on peg transfer scores were not significantly different (210·2(23·5) in the tDCS group versus 201·7(18·1) in the sham group; P = 0·111); the proportion achieving predetermined proficiency levels was higher for tDCS than for sham stimulation. Procedures were well tolerated with no serious adverse events and no decreases in motor measures.ConclusionThe addition of tDCS to laparoscopic surgical training may enhance skill acquisition. Trials of additional skills and translation to non‐simulated performance are required to determine the potential value in medical education and impact on patient outcomes. Registration number: NCT02756052 (https://clinicaltrials.gov/).

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Section: Introductionmentioning

confidence: 99%

Effects of transcranial direct-current stimulation on laparoscopic surgical skill acquisition

et al. 2018

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“…Knowledge acquisition and maintenance are important. Several findings highlight that after a 3‐month period, in absence of reminders, the risk of knowledge and skill loss is consistent . Accordingly, the number of correct answers decreased at 90 days in Sham and LF groups.…”

Section: Discussionmentioning

confidence: 75%

“…Several findings highlight that after a 3-month period, in absence of reminders, the risk of knowledge and skill loss is consistent. 29,30 Accordingly, the number of correct answers decreased at 90 days in Sham and LF groups. By contrast, the number of positive answers, though reduced, was not significantly decreased in the HF simulation exposed students.…”

Section: Discussionmentioning

confidence: 94%

Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students

Arcoraci

Squadrito

Altavilla

et al. 2019

Pharmacology Res & Perspec

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The purpose of the study was to determine whether low‐high fidelity medical simulation improves learning and long‐lasting retention of pharmacology knowledge, compared to lecture alone, in undergraduate medical students. Ninety students, before a 45‐minute lecture, were randomized into three groups ‐ sham (S), low (LF), and high fidelity (HF) simulation ‐ to participate in an interactive simulation session. To evaluate immediate and long‐lasting retention, a 20‐item structured questionnaire on inotropic agents was administered to 90 students before and after a 45‐minute lecture, after simulation, and 3 months later. In all groups, the rate of correct answers increased after lecture, while no difference was observed between different groups (P = 0.543). After simulation, students in the HF group provided more correct answers compared to S or LF group (P > 0.001). After 3 months, a significant decrease in the number of correct answers was observed in S (P < 0.001) and LF (P < 0.001) groups, but not in the HF group (P = 0.066). Moreover, HF simulation resulted in an increased number of correct answers compared to the LF (P < 0.001) or S simulation (P < 0.001). These data suggest that advanced medical simulation teaching applied to pharmacology is associated with more effective learning and long‐lasting retention compared to lecture alone.

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“…There are several reports about retention of laparoscopic surgical training and educational effect. These reports suggest that participating in the seminar repeatedly is effective for skills retention . Therefore, if the surgeons cannot practice the skills in their workplace, their repeated participation in the seminar seems to be effective to prevent losing confidence.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of cadaver‐based educational seminar for trauma surgery: skills retention after half‐year follow‐up

Homma

Oda

Yukioka

et al. 2016

Acute Medicine & Surgery

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Aim: In Japan, trauma surgery training remains insufficient, and on-the-job training has become increasingly difficult because of the decreasing number of severe trauma patients and the development of non-operative management. Therefore, we assessed whether a 1-day cadaver-based seminar is effective for trauma surgery training.Methods: Data were collected from 11 seminars carried out from January 2013 to March 2014, including a 10-point self-assessment of confidence levels (SACL) for 21 surgical skills and an evaluation of the contents before, just after, and a half-year after the seminar. Statistical analysis was undertaken using the paired t-test at P < 0.0167.Results: A total of 135 participants were divided into three groups based on experience and clinical careers. The SACL improved in all skills between before and just after the seminar, however, they decreased between just after and a half-year after the seminar. The SACL did not change significantly in all skills between just after and a half-year after the seminar in highly experienced and experienced group members belonging to an emergency center.Conclusions: A cadaver-based seminar provided more self-confidence just after the seminar for participants at all experience levels. This effect was not maintained after a half-year, except in participants who can practice the skills at an emergency center. Practicing and participating in the seminar repeatedly is suggested to be effective for skills retention in trauma surgery.

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Prospective randomized assessment of acquisition and retention of SILS skills after simulation training

Cited by 26 publications

References 11 publications

Effects of transcranial direct-current stimulation on laparoscopic surgical skill acquisition

Effects of transcranial direct-current stimulation on laparoscopic surgical skill acquisition

Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students

Effectiveness of cadaver‐based educational seminar for trauma surgery: skills retention after half‐year follow‐up

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