Background: Medical student exposure to laparoscopy is limited to observation despite the prevalence of minimally invasive techniques in practice. The high cost of laparoscopic simulation equipment, commonly called "box trainers", limits undergraduate exposure to skill training. Methods: Students at a Midwestern medical school were recruited to participate in an experimental laparoscopic skill training program. One cohort (n ¼ 17) used a DIY box trainer design freely available on MedEdPORTAL. A second cohort (n ¼ 17) used a commercially available equivalent. Pre-and posttraining attempts for four tasks were scored and the difference was calculated. The average differences for each cohort were then contrasted statistically. Results: Significant performance improvements (pre-and post-training) were demonstrated regardless of group allocation. The difference in performance between the cohorts was not significant for any task (p > 0.05). Conclusions: This low-cost training program using DIY box trainers is as effective as commercially available equivalent box trainers for introducing laparoscopic skills to medical students.

IntroductionDespite the increasing prevalence of minimally invasive surgery (MIS), medical students receive little training in MIS techniques like laparoscopy. Cost is perhaps the biggest obstacle, as expensive laparoscopic skill simulators (box trainers) are needed to mimic the laparoscopic environment. Low-cost, homemade box trainers have been built and described in the literature but are generally relegated to self-directed practice for surgical residents. These do-it-yourself (DIY) box trainers are uniquely capable of addressing cost as a major barrier to laparoscopic skills training for medical students but have not previously been used specifically for this purpose.MethodsStudents from the Oakland University William Beaumont School of Medicine (n = 17) participated in a laparoscopic skills training course using DIY box trainers. Four basic laparoscopic tasks were taught using live demonstrations followed by directed practice. Learners were instructed to record their first and last attempts in order to enable self-assessment of their progress.ResultsAll learners were able to successfully complete each of the four laparoscopic tasks by the end of their respective sessions. Feedback from the learners in the form of a postsession survey indicated that the course provided an enjoyable and high-quality experience.DiscussionThis resource is effective at providing medical students with a low-cost opportunity to experience laparoscopy and develop basic laparoscopic skills.