Background Acquisition of Basic Surgical Skills (BSS) are essential for medical students. The objective was to determine it’s fidelity impact. Methods Using four suturing models (SM) (pigskin, sponge, commercial pad, and orange), SM-quality and student-SM interaction were evaluated. After a 1-h class, participants were divided into groups and randomly assigned exercises in SM in 15-min intervals. The experiment included completing three individual simple stitches and a 3-stitch continuous suture in each SM. Results Eighty-two medical students participated. Suturing quality was better in pigskin and sponge, which were also the preferred models (p < 0.001). Significant differences in quality between the insertion and exit point, and firmness of knots (p < 0.05) in both simple and continuous sutures, as well as between length and distance in continuous ones (p < 0.001) were identified. Conclusions Acquisition and quality of BSS are influenced by the intrinsic characteristics of SM. An adequate degree of resistance, consistency, and elasticity are necessary.

Spatial learning and memory are used by all individuals who need to move in a space. Morris water maze (MWM) is an accepted method for its evaluation in murine models and has many protocols, ranging from the classic parameters of latency, distance, and number of crossings to the platform zone, to other more complex methods involving computerized trajectory analysis. Algorithm-based SS analysis is an alternative that enriches traditional classic parameters. We developed a non-computerized parameter-based Search Strategy Algorithm (SSA), to classify strategies and detect changes in spatial memory and learning. For this, our algorithm was validated using young and aged rats, evaluated by two observers who classified the trajectories of the rats based on the effectiveness, localization, and precision to reach the platform. SSA is classified into 10 categories, classified by effectiveness, initial direction, and precision. Traditional measurements were unable to show significant differences in the learning process. However, significant differences were identified in SSA. Young rats used a direct search strategy (SS), while aged rats preferred indirect ones. The number of platform crossings was the only variable to show the difference in the intermediate probe trial. The parameter-based algorithm represents an alternative to the computerized SS methods to analyze the spatial memory and learning process in young and age rats. We validate the use of SSA as an alternative to computerized SS analysis spatial learning acquisition. We demonstrated that aged rats had the ability to learn spatial memory tasks using different search strategies. The use of SSA resulted in a reliable and reproducible method to analyze MWM protocols.

Introduction Basic surgical skills such as suturing, need to be developed by physicians and reinforced with practice during medical school. The skill should be acquired during the first years of medical school in the anatomy course, suturing cadavers, but with tendencies to reduce laboratory hours and cut cadaver programs, other resources must be used, as well as for advanced suturing practice. Several studies report de use of diverse materials for practice, most that can be categorized under as: synthetic materials, biological (human/animal) tissues, fruits, or commercially designed samples. Our goal was to determine the most effective model for developing basic suture skills by analyzing the characteristics of the points made and the student’s perception and cost. Materials and methods A suturing course was offered to medical students who wished to voluntarily participate in the evaluation study. Signed informed consent was obtained previously. Phase 1All students went to a suturing 1‐hour class (theory) then passed to the laboratory for practice. Phase 2They were randomly divided into 4 groups and were allowed to manipulate suturing models, one from each category (2‐inch thick sponge [cost: <$1 USD for a 6×6 inch block – reusable until damaged], fresh pig‐skin with 1‐inch subcutaneous tissue [cost: ~$2 USD for a 6×6 inch block – reusable during the day o if frozen for 2 or 3 workshops], freshly peeled orange [<$1 USD for two halves of an orange – one time use], and a commercial silicone suturing pad [University produced ~$1 USD for a 4×4 inch block – reusable until damaged; commercial brand ~$25 USD) in any order they wished, suturing at least 2 simple sutures and 2 continuous sutures with Nylon 3‐0. making at least 2 points per model. Phase 3Students were asked to complete 3 simple and 3 continuous sutures on each model, registering time and answering a 7‐point Likert questionnaire between each model. Sutures were also graded by two observers using a quality suture rubric. At the end of the practice, students were asked to sort models from best to worst in accordance to their own perception. Results A total of 60 students participated. The model in which students could suture the fastest was the sponge (10.57 ± 4.08min) followed by the orange (12.87 ± 5.04), the commercial model (14.28 ± 5.35) and the pig skin (15.79 ± 6.02). The preferred model was the pig skin, followed by the sponge. The highest satisfaction on the Likert scale was the sponge (2.26 ± 1.7) followed by the pig skin (2.52 ± 1.22). Simple and continuous sutures had the highest quality score in pig skin (2.45 ± 0.46 and 2.22 ± 0.55) followed by the sponge (2.48 ± 0.54 and 2.27 ± 0.53). Conclusion The satisfaction that students have when using the models was related to material management. Sponge and pig skin are both economic options with similar results, although pig skin is more similar to human skin (which dictates an important role in acquiring the practice‐based skill), and requires more hygienic care during and after the practice.

laboratory. Participants completed confidence and knowledge assessments before and after the course. The program was granted educational exemption by the IRB. RESULTS:Participants demonstrated improvement on the knowledge assessment that did not meet statistical significance, with a precourse mean score of 70% AE 0.07% and a post-course mean score of 77% AE 10% (p ¼ 0.08). There were statistically significant improvements in confidence in selection of appropriate anastomotic configuration (p ¼ 0.05), identification of when to use anastomotic adjuncts (p ¼ 0.02), management of anastomotic bleeding (p ¼ 0.03), and anastomotic stricture (p ¼ 0.01), and performance of stapled side to side (p ¼ 0.05), stapled end to end (p ¼ 0.01), single-layered hand-sewn (p < 0.01), and double-layered handsewn anastomoses (p < 0.01). CONCLUSION:We created an intestinal anastomosis simulation curriculum for general surgery trainees. The course demonstrated efficacy in improving confidence for perioperative management and procedural confidence for the included anastomotic techniques.