To the point: medical education review of the role of simulators in surgical training

Hammoud, Maya M.; Nuthalapaty, Francis S.; Goepfert, Alice R.; Casey, Petra M.; Emmons, Sandra L.; Espey, Eve; Kaczmarczyk, J; Katz, Nadine T.; Neutens, James J.; Peskin, Edward

doi:10.1016/j.ajog.2008.05.002

Cited by 104 publications

(77 citation statements)

References 22 publications

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“…Quite recently, obstetric simulators that combine these ACLS simulators with obstetric parameters have become available. The Noelle S575 used in our study is one such state-of-the-art simulator [8] .…”

Section: Discussionmentioning

confidence: 99%

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

Scholz¹,

Mann²,

Kopp

et al. 2012

Journal of Perinatal Medicine

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Objective: Teaching intrapartum care is one of the most challenging tasks in undergraduate medical education. Highfi delity obstetric simulators might support students ' learning experience. The specifi c educational impact of these simulators compared with traditional methods of model-based obstetric teaching has not yet been determined. Study design: We randomly assigned 46 undergraduate medical students to be taught using either a high-fi delity simulator or a scale wood-and-leather phantom. Their self-assessments were evaluated using a validated questionnaire. We assessed obstetric skills and asked students to solve obstetric paper cases. Main outcome measures: Assessment of fi delity-specifi c teaching impact on procedural knowledge, motivation, and interest in obstetrics as well as obstetric skills using high-and low-fi delity training models. Results: High-fi delity simulation specifi cally improved students ' feeling that they understood both the physiology of parturition and the obstetric procedures. Students in the simulation group also felt better prepared for obstetric house jobs and performed better in obstetric skills evaluations. However, the two groups made equivalent obstetric decisions. Conclusion:This study provides fi rst data on the impact of high-fi delity simulation in an undergraduate setting.

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Section: Discussionmentioning

confidence: 99%

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

Scholz¹,

Mann²,

Kopp

et al. 2012

Journal of Perinatal Medicine

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show abstract

“…Arguments favorable to simulator training are increasing worldwide , Kneebone et al 2004, Ahlberg 2007), but there is no consensus on where and how particular surgical skills should be learned. The empirical evidence on both implementation of systematic simulator training and optimal ways to use the simulators as learning tools for residents are scarce, and the current guidelines for educational use of these pieces of equipment remain varied and even controversial (Hammoud et al 2008). This is at least partly caused by the fact that the general quality guidelines for surgical simulators concerning methods, settings, and data interpretation are missing (Schout et al 2010).…”

Section: Introductionmentioning

confidence: 97%

Towards Technology-Supported Surgical Training

Silvennoinen

2008

2008 21st IEEE International Symposium on Computer-Based Medical Systems

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“…14 Although the literature supports both synthetic and virtualreality training in technical skills acquisition, there are some weaknesses in this body of literature. First, although a large variety of virtual-reality simulators is available on the market, many of the existing studies investigated the earlier virtualreality models.…”

Section: Gaps In Knowledgementioning

confidence: 99%

“…However, they have been criticized for their expense, the fact that their anatomy can differ from that of humans, and ethical reasons. [12][13][14][15] Cadavers are infrequently used in surgical education because of cost, limited availability and inability to simulate complications such as bleeding. 12,15 Synthetic benchtop models and tower trainers Synthetic models include those designed to teach open surgical procedures (commonly referred to as benchtop models) and Review those used for teaching minimally invasive procedures (referred to as tower trainers or video-box trainers).…”

Section: Animals and Human Cadaversmentioning

confidence: 99%

Simulation in surgical education

Palter

Grantcharov²

2010

Canadian Medical Association Journal

119

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Key points• Both technical and non-technical skills are essential for surgeons in training.• Technical skills learned on low-fidelity benchtop models, video-based trainers and virtual-reality models are transferable to the operating room.• Current evidence does not show a clear advantage of either virtual reality or synthetic models in teaching technical skills.• Evidence is lacking on how best to integrate each type of simulator into a holistic, proficiency-based curriculum. Simulation in surgical educationVanessa N. Palter MD, Teodor P. Grantcharov MD PhDPreviously published at www.cmaj.caReview those used for teaching minimally invasive procedures (referred to as tower trainers or video-box trainers). Numerous benchtop models are available for the simulation of a variety of procedures, including knot-tying, fascial closure, and suturing 14 (Figure 1). The most obvious limitation of such models is that they teach only one surgical technique rather than an entire operation. 5 Their use requires the presence of an expert to demonstrate the procedure and provide feedback on performance. 1,5 Tower trainers include a box with slits on the superior surface for trocar insertion. Real laparoscopic instruments are inserted through the trocars into the box, where the procedure is simulated. A camera inside the box provides video output to a monitor on which trainees can watch their own movements. These models can simulate a variety of techniques, including laparoscopic suturing, knot-tying, clip-applying and coordination drills.14 One of the most well-described tower trainers is the physical laparoscopy trainer known as the McGill Inanimate System for Training and Evaluation of Laparoscopic Skills. This system consists of five tasks performed on an endotrainer box. 16 The tasks include peg transfer, cutting, placing a ligating loop and intracorporeal suturing. Virtual-reality simulationTraining by virtual-reality simulation encompasses systems designed to teach laparoscopic, endoscopic and percutaneous interventions. 13 The fidelity of virtual-reality simulators ranges widely, from the Minimally Invasive Surgical Trainer -Virtual Reality (MIST-VR) system, which is a low-fidelity system designed to teach general laparoscopic proficiency, to systems that teach component procedural skills and other systems that replicate entire operations 17 ( Figure 2 and Videos 1 and 2, available at www .cmaj .ca /cgi /content /full /cmaj .091743 /DC1). Unlike bench-model learning, the presence of an expert is not necessary when virtual-reality simulation is used. Such models allow for practice at varying levels of difficulty, can simulate complications and automatically provide objective measures of assessment, allowing for both formative and summative trainee assessment.18 Virtual-reality models have been criticized, however, for high initial cost of system acquisition, limited force-feedback with use of surgical instruments and lack of realism of graphics. 14,19The virtual operating room Benchtop models, virtual-reality models, and an...

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To the point: medical education review of the role of simulators in surgical training

Cited by 104 publications

References 22 publications

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

Towards Technology-Supported Surgical Training

Simulation in surgical education

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