The Iowa Ophthalmology Wet Laboratory Curriculum for Teaching and Assessing Cataract Surgical Competency

Lee, Andrew G.; Greenlee, Emily C.; Oetting, Thomas A.; Beaver, Hilary A.; Johnson, A. Tim; Boldt, H. Culver; Abràmoff, Michael D.; Olson, Randall J.; Carter, Keith D.

doi:10.1016/j.ophtha.2006.07.051

Cited by 77 publications

(58 citation statements)

References 51 publications

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“…At the end of the second year, the teaching of phacoemulsification starts. Because every step in phacoemulsification must be satisfactorily performed to easily make the next step, the resident must master most of the steps at the time he begins the learning of phacoemulsification cataract surgery (1,4,7) . In the first surgeries, the resident has a full time supervision by a staff experienced cataract surgeon.…”

Section: Discussionmentioning

confidence: 99%

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Senior resident phacoemulsification learning cure

Carricondo¹,

Fortes²,

Mourão³

et al. 2010

Arq. Bras. Oftalmol.

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Section: Discussionmentioning

confidence: 99%

“…The learning curve of phacoemulsification performed by residents shows a higher number of complications (5)(6) in the first cases, that decreases while experience increases. Thereafter, complications rates are considered acceptable, with good visual results (4,(7)(8)(9)(10) in the long term.…”

Section: Introductionmentioning

confidence: 99%

Senior resident phacoemulsification learning cure

Carricondo¹,

Fortes²,

Mourão³

et al. 2010

Arq. Bras. Oftalmol.

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“…Besides scarce wet-lab training, most new surgeons train in the operating room on real patients (Henderson & Ali 2007;Lee et al 2007). It is desirable to move the initial increased risk training from the operating room.…”

Section: Introductionmentioning

confidence: 99%

Virtual reality cataract surgery training: learning curves and concurrent validity

Selvander

Åsman

2010

Acta Ophthalmologica

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Abstract.Purpose: To investigate initial learning curves on a virtual reality (VR) eye surgery simulator and whether achieved skills are transferable between tasks.Methods: Thirty‐five medical students were randomized to complete ten iterations on either the VR Caspulorhexis module (group A) or the Cataract navigation training module (group B) and then two iterations on the other module. Learning curves were compared between groups. The second Capsulorhexis video was saved and evaluated with the performance rating tool Objective Structured Assessment of Cataract Surgical Skill (OSACSS). The students’ stereoacuity was examined.Results: Both groups demonstrated significant improvements in performance over the 10 iterations: group A for all parameters analysed including score (p < 0.0001), time (p < 0.0001) and corneal damage (p = 0.0003), group B for time (p < 0.0001), corneal damage (p < 0.0001) but not for score (p = 0.752). Training on one module did not improve performance on the other. Capsulorhexis score correlated significantly with evaluation of the videos using the OSACSS performance rating tool. For stereoacuity < and ≥120 seconds of arc, sum of both modules’ second iteration score was 73.5 and 41.0, respectively (p = 0.062).Conclusion: An initial rapid improvement in performance on a simulator with repeated practice was shown. For capsulorhexis, 10 iterations with only simulator feedback are not enough to reach a plateau for overall score. Skills transfer between modules was not found suggesting benefits from training on both modules. Stereoacuity may be of importance in the recruitment and training of new cataract surgeons. Additional studies are needed to investigate this further. Concurrent validity was found for Capsulorhexis module.

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“…7,8 This course is integrated into the resident's teaching schedule. Specific objectives were created for each station and were used by the faculty members to create an objective measure and evaluation of the teaching experience.…”

Section: Discussionmentioning

confidence: 99%