Technical, Non-Technical, or Both? A Scoping Review of Skills in Simulation-Based Surgical Training

Rosendal, Amalie Asmind; Sloth, Sigurd Beier; Rölfing, Jan Duedal; Bie, Magnus; Jensen, Rune Dall

doi:10.1016/j.jsurg.2023.02.011

Cited by 7 publications

(7 citation statements)

References 48 publications

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“…Addressing stressors in surgical education is not solely an individual concern but a systemic issue, necessitating substantial transformations in healthcare delivery and success measurement [ 85 ]. Fortunately, there has been a noticeable increase in publications emphasizing the acquisition of non-technical skills, reflecting a growing awareness of their importance in surgical training [ 86 ]. However, it is essential to note that most literature on simulation-based surgical training still predominantly focuses on technical skills [ 86 ].…”

Section: Discussionmentioning

confidence: 99%

“…Fortunately, there has been a noticeable increase in publications emphasizing the acquisition of non-technical skills, reflecting a growing awareness of their importance in surgical training [ 86 ]. However, it is essential to note that most literature on simulation-based surgical training still predominantly focuses on technical skills [ 86 ]. This ongoing emphasis suggests that while strides are being made towards a more comprehensive educational approach, there remains a significant skew towards technical proficiency in current training paradigms.…”

Section: Discussionmentioning

confidence: 99%

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What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Pakkasjärvi,

Anttila,

Pyhältö

2024

BMC Med Educ

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Objective To map the landscape of contemporary surgical education through a competence framework by conducting a systematic literature review on learning outcomes of surgical education and the instructional methods applied to attain the outcomes. Background Surgical education has seen a paradigm shift towards competence-based training. However, a gap remains in the literature regarding the specific components of competency taught and the instructional methods employed to achieve these outcomes. This paper aims to bridge this gap by conducting a systematic review on the learning outcomes of surgical education within a competence framework and the instructional methods applied. The primary outcome measure was to elucidate the components of competency emphasized by modern surgical curricula. The secondary outcome measure was to discern the instructional methods proven effective in achieving these competencies. Methods A search was conducted across PubMed, Medline, ProQuest Eric, and Cochrane databases, adhering to PRISMA guidelines, limited to 2017–2021. Keywords included terms related to surgical education and training. Inclusion criteria mandated original empirical studies that described learning outcomes and methods, and targeted both medical students and surgical residents. Results Out of 42 studies involving 2097 participants, most concentrated on technical skills within competency-based training, with a lesser emphasis on non-technical competencies. The effect on clinical outcomes was infrequently explored. Conclusion The shift towards competency in surgical training is evident. However, further studies on its ramifications on clinical outcomes are needed. The transition from technical to clinical competence and the creation of validated assessments are crucial for establishing a foundation for lifelong surgical learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Pakkasjärvi,

Anttila,

Pyhältö

2024

BMC Med Educ

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“…16,17 Combining non-technical skill training with the acquisition of technical skills may further contribute to skill development. 18…”

Section: Discussionmentioning

confidence: 99%

“…16,17 Combining non-technical skill training with the acquisition of technical skills may further contribute to skill development. 18 It is well-known that self-efficacy among residents is influenced by simulation-based training and that self-efficacy correlates with engagement and performance. 19,20 Teman and colleagues found that the residents' confidence and decrease in ownership of responsibility for patients are two main factors for faculty decisions to granting autonomy to surgical residents.…”

Section: Discussionmentioning

confidence: 99%

Opportunity to Perform – Should Simulation-Based Surgical Training be Provided on Demand or on Supply?

Rölfing,

Sloth,

Falstie-Jensen

et al. 2023

Journal of Medical Education and Curricular Development

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Introduction The aim of the study was to assess the surgical case volume of residents before and after simulation-based training in hip fracture surgery provided on demand versus knee and shoulder arthroscopy provided on supply. Materials and Methods A retrospective analysis of surgical case volume in hip fracture surgery and arthroscopic shoulder and knee procedures 90 days before and after simulation-based training of either procedure. Sixty-nine orthopedic residents voluntarily participating in either simulation-based training. Hip fracture surgery simulation was provided on supply, ie, whenever 1–2 residents applied for the course, while the arthroscopic simulation course was supplied twice yearly. Results Thirty-four residents participated in hip fracture simulation on demand and 35 residents participated in arthroscopic simulation on supply. The surgical case volume of hip fracture osteosynthesis increased from median 2.5 (range: 0–21) to median 11.5 (1–17) from 90 days before to the 90 days after the simulation-based training on demand. The median difference was 6.5 procedures (p < 0.0003). On the contrary, the surgical case volume in shoulder and knee arthroscopy was low both before and after the simulation on supply, ie, median 2 (0–22) before and median 1 (0–31) after. The median difference was 0 (p = 0.21). Conclusions Simulation on demand was associated with increased opportunities to perform in the clinical environment after the simulation-based training compared with simulation on supply. Simulation-based training should be aligned with the clinical rotation of the residents. Simulation on demand instead of supply on fixed dates may overcome this organizational issue of aligning training with the opportunity to perform.

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“…NTS have been defined as a set of seven skills (situation awareness; decision-making; communication, teamwork, leadership, managing stress and coping with fatigue) [ 7 ]. However, some sources describe six topics (performance-shaping factors; planning, preparation and prioritizing; situation awareness and perception of risk; decision-making; communication and teamwork and leadership) [ 5 ], while sometimes a wider thematic approach is adopted (personal resource skills, interpersonal skills, and cognitive skills) [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Non-technical skills needed by medical disaster responders– a scoping review

Westman,

Kurland,

Hugelius

2024

Scand J Trauma Resusc Emerg Med

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Background There is no universal agreement on what competence in disaster medicine is, nor what competences and personal attributes add value for disaster responders. Some studies suggest that disaster responders need not only technical skills but also non-technical skills. Consensus of which non-technical skills are needed and how training for these can be provided is lacking, and little is known about how to apply knowledge of non-technical skills in the recruitment of disaster responders. Therefore, this scoping review aimed to identify the non-technical skills required for the disaster medicine response. Method A scooping review using the Arksey & O´Malley framework was performed. Structured searches in the databases PuBMed, CINAHL Full Plus, Web of Science, PsycInfo and Scopus was conducted. Thereafter, data were structured and analyzed. Results From an initial search result of 6447 articles, 34 articles were included in the study. These covered both quantitative and qualitative studies and different contexts, including real events and training. The most often studied real event were responses following earthquakes. Four non-technical skills stood out as most frequently mentioned: communication skills; situational awareness; knowledge of human resources and organization and coordination skills; decision-making, critical-thinking and problem-solving skills. The review also showed a significant lack of uniform use of terms like skills or competence in the reviewed articles. Conclusion Non-technical skills are skills that disaster responders need. Which non-technical skills are most needed, how to train and measure non-technical skills, and how to implement non-technical skills in disaster medicine need further studies.

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Technical, Non-Technical, or Both? A Scoping Review of Skills in Simulation-Based Surgical Training

Cited by 7 publications

References 48 publications

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Opportunity to Perform – Should Simulation-Based Surgical Training be Provided on Demand or on Supply?

Non-technical skills needed by medical disaster responders– a scoping review

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