Use of a Simulated Model to Teach Male Adult Circumcision in Sub‐Saharan Africa

Campain, Nicholas; Parnham, Arie; Spasojević, Nataša; Reeves, Felicity; Venn, Susan; Biyani, Chandra Shekhar

doi:10.1007/s00268-016-3681-0

Cited by 6 publications

(9 citation statements)

References 3 publications

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“…Whilst the virtues of simulation training have become established in HICs [14,15] our literature review of simulation training in surgical specialities in SSA found only 19 papers of which four were urological [13,[32][33][34]; none were RCTs.…”

Section: Simulation Training In Urology and Its Adoption In Ssamentioning

confidence: 99%

“…Other examples of low-cost low-fidelity models include a wooden penile model (initial cost of £7 and a recurrent cost of £4) for circumcision training used in Uganda [34], although their study lacked trainees' feedback. Campain et al [33] described a low-cost but high-fidelity circumcision simulation model with 'very good' or 'excellent' for appearance and realism of suturing in 60% and 71%, respectively, of trainees from seven African countries.…”

Section: Models For Simulation Training In Lmicsmentioning

confidence: 99%

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The utility of urological clinical and simulation training for Sub‐Saharan Africa

et al. 2022

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Section: Simulation Training In Urology and Its Adoption In Ssamentioning

confidence: 99%

Section: Models For Simulation Training In Lmicsmentioning

confidence: 99%

The utility of urological clinical and simulation training for Sub‐Saharan Africa

et al. 2022

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“…To establish content validity, feedback from trainers was analysed (appearance and realism were rated as ‘very good’ or ‘excellent’ in 94 and 63%, respectively). Face validity was assessed by seeking feedback from trainees, who rated the model as either ‘very good’ or ‘excellent’ for appearance and realism of suturing in 60 and 71%, respectively [ 13 ].…”

Section: Resultsmentioning

confidence: 99%

“…Specific simulation models have been validated in high-income countries [ 47 ] but there are few examples of either new or existing models being validated for use in the different and diverse educational setting of SSA. Studies which have attempted to assess validity in SSA have only sought self-reported feedback from participants [ 13 , 14 ] and so no conclusions on transferability to real world operative practice can be drawn.…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of the Role of Simulation Training for Teaching Surgical Skills in Sub‐Saharan Africa

et al. 2017

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BackgroundAn estimated 5 billion people worldwide lack access to any surgical care, whilst surgical conditions account for 11–30% of the global burden of disease. Maximizing the effectiveness of surgical training is imperative to improve access to safe and essential surgical care on a global scale. Innovative methods of surgical training have been used in sub-Saharan Africa to attempt to improve the efficiency of training healthcare workers in surgery. Simulation training may have an important role in up-scaling and improving the efficiency of surgical training and has been widely used in SSA. Though not intended to be a systematic review, the role of simulation for teaching surgical skills in Sub-Saharan Africa was reviewed to assess the evidence for use and outcomes.MethodsA systematic search strategy was used to retrieve relevant studies from electronic databases PubMed, Ovid, Medline for pertinent articles published until August 2016. Studies that reported the use of simulation-based training for surgery in Africa were included.ResultsIn all, 19 articles were included. A variety of innovative surgical training methods using simulation techniques were identified. Few studies reported any outcome data. Compared to the volume of surgical training initiatives that are known to take place in SSA, there is very limited good quality published evidence for the use of simulation training in this context.ConclusionsSimulation training presents an excellent modality to enhance and improve both volume and access to high quality surgical skills training, alongside other learning domains. There is a desperate need to meticulously evaluate the appropriateness and effectiveness of simulation training in SSA, where simulation training could have a large potential beneficial impact. Training programs should attempt to assess and report learner outcomes.

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“…This study is potentially important because there are few prior studies about teaching through low-cost simulation models in low-income countries. [14][15][16] The guidelines of the World Health Organization (WHO) for health professional education recommend high fidelity methods for training in settings with appropriate resources with a moderate level of evidence towards this recommendation. 17 Rwanda has seen considerable growth in the more than 20 years since the genocide and this time period includes major advances in the health sector.…”

Section: Discussionmentioning

confidence: 99%

Teaching surgical skills in a resource-limited setting: Comparing massed versus distributed practice in an ultrasound-guided breast biopsy simulator

Munyaneza¹,

Martin²,

Riviello³

et al. 2018

East. Cent. Afr. J. Surg.

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Background: Teaching surgical skills in the simulation lab has increased markedly compared to teaching only in the operating room. Although many studies have been performed investigating the optimal teaching methodology for skills acquisition, there is no consensus on the best method. Massed and distributed practices are important methods in teaching procedural skills. Considering the limited human and logistical resources in low and middle-income settings, it is valuable to understand the optimal methodology for learning and acquiring surgical skills. Methods: Thirty-two core needle biopsy-naïve first-year residents and final year medical students rotating in general surgery were enrolled in and completed the study at University Teaching Hospital of Kigali, a tertiary, teaching and referral hospital in Kigali, Rwanda. They were assigned to a “massed” group (i.e., one time, 3-hour practice) or “distributed” group (i.e., 1-hour practice per week for 3 weeks). Trainees were taught ultrasound-guided core needle biopsy on a high-fidelity breast simulator. All participants completed pre- and post-tests and an evaluation of skill retention was performed one month after completion of the training. Analysis of performance was completed, and p-value ≤ 0.05 was considered statistically significant. Results: There was no difference between performance on the pretest (p=0.985) and the posttest (p=0.680). Both groups demonstrated improvement after implementation of the simulation training when comparing pretest and posttest results (p<0.001); there were no differences in the evaluation of skills retention after one month after the training between the two groups (p=0.273). Conclusions: The results of this study demonstrate that both groups have improved significantly their knowledge and skills. Trainees have similar retention of skills in ultrasound guided core needle biopsy on a breast simulator whether trained under a massed or distributed practice schedule. Both methods may be considered in our setting for teaching surgical skills. Keywords: surgical simulation; resource-limited setting; global surgery

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Use of a Simulated Model to Teach Male Adult Circumcision in Sub‐Saharan Africa

Cited by 6 publications

References 3 publications

The utility of urological clinical and simulation training for Sub‐Saharan Africa

The utility of urological clinical and simulation training for Sub‐Saharan Africa

An Evaluation of the Role of Simulation Training for Teaching Surgical Skills in Sub‐Saharan Africa

Teaching surgical skills in a resource-limited setting: Comparing massed versus distributed practice in an ultrasound-guided breast biopsy simulator

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