Retention of laparoscopic skills in naive medical students who underwent short training

Sant’Ana, Guilherme M.; Cavalini, Worens Luiz Pereira; Negrello, Bruce; Bonin, Eduardo A.; Dimbarre, Daniellson; Claus, Christiano Marlo Paggi; Loureiro, Marcelo; Salvalaggio, Paolo R.O.

doi:10.1007/s00464-016-5063-y

Cited by 27 publications

(16 citation statements)

References 22 publications

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“…Consistent with one previous study, retention of laparoscopic skills was assessed in the first and second-year medical students without prior experience in surgery. One year after the short training programme, their skill retention was 64.2-69.3% (p<0.05) compared with the immediate post-training evaluation (Sant'Ana et al, 2017).…”

Section: Discussionmentioning

confidence: 91%

Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

Phenwan¹,

Tawanwongsri²

2018

MedEdPublish

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Section: Discussionmentioning

confidence: 91%

Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

Phenwan¹,

Tawanwongsri²

2018

MedEdPublish

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show abstract

“…Consistent with one previous study, retention of laparoscopic skills was assessed in first and second-year medical students without prior experience in surgery. One year after the short training programme, skill retention was 64.2-69.3% (p<0.05) compared with immediate post-training evaluation (Sant'Ana et al, 2017).…”

Section: Discussionmentioning

confidence: 92%

Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

Phenwan¹,

Tawanwongsri²

2018

MedEdPublish

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Background: Mind maps (MM), is a learning method assisting learners in the visualisation of relationships between theoretical concepts. Studies also showed enhancement of data retention, overall comprehension, and creativity in MM users. Thus, MM has been implemented in many medical schools to facilitate medical students' learning experiences. Nevertheless, retained mind mapping skills and its effect on the learning outcomes in long-term followup remain unknown. Methods: A concurrent mixed-methods design with convenient sampling method. All (48) second-year medical students joined a three-day MM workshop. One year later, we surveyed the students who still use MM and those who did not. Mind Map Assessment Rubric (MMAR) and Grade Point Average (GPA) were compared between two groups. Content analysis with data triangulation method was used to explore their preferences and MM skills. Results: We achieved a 100% response rate. 39 (81.2%) of participants were female. The mean age of participants was 20.6 years (SD = 0.5). 37 students still use MM (77.1%). With MMAR, participants in MM group scored 28.9 higher than participants in MM-free group significantly (p = 0.01). There were no differences in the median GPAs to both groups. However, there was a significant correlation between using MM in learning and the second trimester (year1) (r=0.29, p<0.05). Majority of participants in MM groups stated the advantages of using MM as a tool helping those organising data and their thought process. On the contrary, students in MM-free group declared the disadvantages of MM as a time-consuming and missing data from lectures. Conclusions: Without revision in MM, participants' skills deteriorated immensely. There was a non-statistically significant trend toward increased learning outcomes with MM group. Further studies to examine whether more frequent MM use or workshop revision can boost their learning outcomes or not is recommended.

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“…8 Similarly, Guilherme et al, taught preclerkship medical students laparoscopic skills using the FLS protocol and commercial equipment and tested retention after one year, noting that "[e]ven 1 year after a short training session, medical students without previous surgical experience showed that they retained a great part of the skills acquired through training." 26 With respect to DIY box trainers, a systematic review by Li et al described 60 different low-cost, non-commercial box trainers found in the literature and noted that the DIY box trainers were cheaper than commercial counterparts and "… may be the most equitable solution to allow regular basic skills practice (e.g. suturing, knot-tying) for junior surgical trainees."…”

Section: Discussionmentioning

confidence: 99%

An early introduction to surgical skills: Validating a low-cost laparoscopic skill training program purpose built for undergraduate medical education

Sellers

Ghannam

Asantey

et al. 2021

The American Journal of Surgery

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Background: Medical student exposure to laparoscopy is limited to observation despite the prevalence of minimally invasive techniques in practice. The high cost of laparoscopic simulation equipment, commonly called "box trainers", limits undergraduate exposure to skill training. Methods: Students at a Midwestern medical school were recruited to participate in an experimental laparoscopic skill training program. One cohort (n ¼ 17) used a DIY box trainer design freely available on MedEdPORTAL. A second cohort (n ¼ 17) used a commercially available equivalent. Pre-and posttraining attempts for four tasks were scored and the difference was calculated. The average differences for each cohort were then contrasted statistically. Results: Significant performance improvements (pre-and post-training) were demonstrated regardless of group allocation. The difference in performance between the cohorts was not significant for any task (p > 0.05). Conclusions: This low-cost training program using DIY box trainers is as effective as commercially available equivalent box trainers for introducing laparoscopic skills to medical students.

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Retention of laparoscopic skills in naive medical students who underwent short training

Abstract: There was a significant retention of the laparoscopic surgical skills developed. Even 1 year after a short training session, medical students without previous surgical experience showed that they have retained a great part of the skills acquired through training.

Cited by 27 publications

References 22 publications

Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

An early introduction to surgical skills: Validating a low-cost laparoscopic skill training program purpose built for undergraduate medical education

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