Retention of basic laparoscopic skills after a structured training program

Hiemstra, Ellen; Kolkman, Wendela; Put, Mathijs A. J. van de; Jansen, Frank-Willem

doi:10.1007/s10397-008-0458-y

Cited by 47 publications

(25 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It also remains to be evaluated if the observed effect of HEC upon LICK would be the same if CN or BMC or the three LPS together (i.e., CN, HEC, and BMC) would be used in this study. Whether these observations of skill acquisition are relevant for skill retention also remains unclear [20].…”

Section: Discussionmentioning

confidence: 98%

Defining a structured training program for acquiring basic and advanced laparoscopic psychomotor skills in a simulator

Molinas

Campo

2010

Gynecol Surg

View full text Add to dashboard Cite

The effect of different structured training programs on basic laparoscopic psychomotor skills (LPS), as assessed by hand-eye coordination (HEC), and on advanced LPS, as assessed by laparoscopic intracorporeal knot tying (LICK), was evaluated. Sixty gynecologists without laparoscopic experience were randomly allocated to three groups for different HEC training and similar LICK training. During HEC training, group 1 (G1) trained the dominant hand (DH) and the nondominant hand, G2 trained the DH only, and G3 did not train at all. All groups then underwent LICK training. HEC and LICK training consisted of 60 repetitions of the relevant task. All participants were tested at the beginning of the study (T1), before LICK training (T2), and after LICK training (T3). The time to correctly performed exercise was scored. The groups had comparable scores at T1. At T2, G1 and G2 improved their relevant HEC scores (both hands in G1, DH in G2), and LICK scores improved according to the previous HEC training (G1 > G2 or G3 and G2 > G3). At T3, all groups further improved their LICK scores up to the same level. The LICK training did not provide any additional improvement in HEC for G1 and G2, but it further improved HEC for G3, though not up to the same level of the other groups. This study confirms that training improves laparoscopic skills and indicates that many repetitions are required for reaching proficiency. Full acquisition of LPS (e.g., HEC) facilitates the acquisition of more complex laparoscopic tasks (e.g., LICK). Mastering LICK is not sufficient for acquiring HEC skills, the clinical relevance of which still needs to be evaluated. Mastering both skills before starting a training program in the operating theater is advisable.

show abstract

Section: Discussionmentioning

confidence: 98%

Defining a structured training program for acquiring basic and advanced laparoscopic psychomotor skills in a simulator

Molinas

Campo

2010

Gynecol Surg

View full text Add to dashboard Cite

show abstract

“…Hiemstra et al evaluated skills retention in seven novices 1 year after a training program [12]. The seven-session program consisted in a baseline test (session 1), once a week training (sessions 2–6), and a final test (session 7).…”

Section: Discussionmentioning

confidence: 99%

Retention of laparoscopic psychomotor skills after a structured training program depends on the quality of the training and on the complexity of the task

Molinas

Campo

2016

Gynecol Surg

View full text Add to dashboard Cite

This follow-up RCT was conducted to evaluate laparoscopic psychomotor skills retention after finishing a structured training program. In a first study, 80 gynecologists were randomly allocated to four groups to follow different training programs for hand-eye coordination (task 1) with the dominant hand (task 1-a) and the non-dominant hand (task 1-b) and laparoscopic intra-corporeal knot tying (task 2) in the Laparoscopic Skills Testing and Training (LASTT) model. First, baseline skills were tested (T1). Then, participants trained task 1 (G1: 1-a and 1-b, G2: 1-a only, G3 and G4: none) and then task 2 (all groups but G4). After training all groups were tested again to evaluate skills acquisition (T2). For this study, 2 years after a resting period, 73 participants were recruited and tested again to evaluate skills retention (T3). All groups had comparable skills at T1 for all tasks. At T2, G1, G2, and G3 improved their skills, but the level of improvement was different (G1 = G2 > G3 > G4 for task 1; G1 = G2 = G3 > G4 for task 2). At T3, all groups retained their task 1 skills at the same level than at T2. For task 2, however, a skill decay was already noticed for G2 and G3, being G1 the only group that retained their skills at the post-training level. Training improves laparoscopic skills, which can be retained over time depending on the comprehensiveness of the training program and on the complexity of the task. For high complexity tasks, full training is advisable for both skills acquisition and retention.

show abstract

“…This seems to suggest that skills can be retained over long periods of time. A similar study was performed by Heimstra et al, 17 who analyzed the retention of skills learned on "box trainers" with a retention test conducted 1 year after the initial training. Novices' scores were not significantly worse in 4 out of 5 standard trainer tasks (i.e., placing a pipe cleaner, placing beads, cutting a circle, knot-tying).…”

Section: Discussionmentioning

confidence: 85%