Sex is not everything: the role of gender in early performance of a fundamental laparoscopic skill

Kolozsvari, Nicoleta O.; Andalib, Amin; Kaneva, Pepa; Cao, Jiguo; Vassiliou, Melina C.; Fried, Gerald M.; Feldman, Liane S.

doi:10.1007/s00464-010-1311-8

Cited by 61 publications

(63 citation statements)

References 31 publications

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“…Applying a nonlinear regression curve-fitting technique to analyze the learning curve for early performance yields an estimation of the performance plateau and the rate of improvement [11]. Using this technique, we found that the PT learning plateau was lower [11] and the rate of improvement slower [12] for medical students with low selfreported interest in a surgical career. This suggests that learning plateau and rate may be useful outcomes for educational interventions designed to have an impact on the learning curve.…”

Section: Resultsmentioning

confidence: 96%

Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention

et al. 2011

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Section: Resultsmentioning

confidence: 96%

Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention

et al. 2011

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“…Despite an advantage of females regarding palpatory diagnostic competencies in our study, students of both genders achieved comparable results during practical manipulative assessment. Recently, Kolozsvari et al [27] stated that gender does not affect the learning curve for a bimanual demanding motor skill (laparascopic task), while surgical interest and perceptual abilities influence the early outcome. All students were less satisfied with the teaching of the student-teachers compared to professionals, but female students consistently rated the knowledge transfer by student-teachers better than male students.…”

Section: Discussionmentioning

confidence: 99%

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

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Purpose To assess the use of peer-assisted learning (PAL) of complex manipulative motor skills with respect to gender in medical students. Methods In 2007-2010, 292 students in their 3rd and 4th years of medical school were randomly assigned to two groups [Staff group (SG), PAL group (PG)] led by either staff tutors or student-teachers (ST). The students were taught bimanual practical and diagnostic skills (course education module of eight separate lessons) as well as a general introduction to the theory of spinal manipulative therapy. In addition to qualitative data collection (Likert scale), evaluation was performed using a multiple-choice questionnaire in addition to an objective structured clinical examination (OSCE). Results Complex motor skills as well as palpatory diagnostic competencies could in fact be better taught through professionals than through ST (manipulative OSCE grades/ diagnostic OSCE score; SG vs. PG; male: P = 0.017/ P \ 0.001, female: P \ 0.001/P \ 0.001). The registration of theoretical knowledge showed equal results in students taught by staff or ST. In both teaching groups (SG: n = 147, PG: n = 145), no significant differences were observed between male and female students in matters of manipulative skills or theoretical knowledge. Diagnostic competencies were better in females than in males in the staff group (P = 0.041) Overall, students were more satisfied with the environment provided by professional teachers than by ST, though male students regarded the PAL system more suspiciously than their female counterparts. Conclusions The peer-assisted learning system does not seem to be generally qualified to transfer such complex spatiotemporal demands as spinal manipulative procedures.

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“…Applying a nonlinear regression curvefitting technique to analyze the learning curve for early performance yields an estimation of the performance plateau and rate of improvement [63]. Using this technique, we found that the peg transfer learning plateau was lower [63] and the rate of improvement was slower [64] in medical students with low selfreported interest in a surgical career, suggesting that learning plateau and rate may be useful outcomes for educational interventions designed to impact the learning curve.…”

Section: Manuscript: Mastery Versus Standard Proficiencymentioning

confidence: 98%

Sim One, Do One, Teach One: Considerations in Designing Training Curricula for Surgical Simulation

Kolozsvari

Feldman

Vassiliou

et al. 2011

Journal of Surgical Education

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Sex is not everything: the role of gender in early performance of a fundamental laparoscopic skill

Abstract: Gender did not affect the learning curve for a fundamental laparoscopic task, while interest in surgery and perceptual abilities did influence early performance.

Cited by 61 publications

References 31 publications

Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention

Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Sim One, Do One, Teach One: Considerations in Designing Training Curricula for Surgical Simulation

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