A National Fundamentals Curriculum for Neurosurgery PGY1 Residents

Selden, Nathan R.; Origitano, Thomas C.; Burchiel, Kim J.; Getch, Christopher C.; Anderson, Valerie C.; McCartney, Shirley; Abdulrauf, Saleem I.; Barrow, Daniel L.; Ehni, Bruce L.; Grady, M. Sean; Hadjipanayis, Costas G.; Heilman, Carl B.; Popp, Andreas; Sawaya, Raymond; Schuster, James M.; Wu, Julian K.; Barbaro, Nicholas M.

doi:10.1227/neu.0b013e31823d7a45

Cited by 109 publications

(53 citation statements)

References 24 publications

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“…These positive response rates were virtually identical to the immediate postcourse responses. 16 The proportion of correct answers to knowledge questions taught during the courses increased from 72% before the courses to 83% 6 months after the courses (p < 0.0001). The proportion of correct answers for items not taught during the courses increased from 54% before to 61% 6 months after the courses (p < 0.001).…”

Section: Resultsmentioning

confidence: 93%

“…Partly in response to these comments as well as feedback from faculty surveys, 16 the SNS Subcommittee on Boot Camp Courses distributed printed and electronic copies of a course handbook beginning with the 2011 courses, including detailed procedural and operative skills instructions and goals, copies of curricular material, and other background information. Narrated digital course lectures were also reproduced online at the SNS boot camp website (http://www.societyns.org/BootCamp/ BootCampCourses.asp).…”

Section: Resultsmentioning

confidence: 99%

“…All corporate funding and materials were provided via unrestricted educational grants to the 6 centers hosting the courses. 16 No funds or materials beyond those directly required for the administration of the boot camp courses were disbursed.…”

mentioning

confidence: 99%

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Society of Neurological Surgeons boot camp courses: knowledge retention and relevance of hands-on learning after 6 months of postgraduate year 1 training

Selden

Anderson

McCartney

et al. 2013

JNS

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Object In July 2010, the Society of Neurological Surgeons (SNS) introduced regional courses to promote patient safety and teach fundamental skills and knowledge to all postgraduate Year 1 (PGY1) trainees entering Accreditation Council for Graduate Medical Education (ACGME)–accredited US neurosurgery residency programs. Data from these courses demonstrated significant didactic learning and high faculty and resident satisfaction with hands-on training. Here, the authors evaluated the durability of learning from and the relevance of participation in SNS PGY1 courses as measured midway through PGY1 training. Methods Resident participants were resurveyed 6 months after boot camp course attendance to assess knowledge retention and course effectiveness. Exposure to relevant hands-on experiences during PGY1 training and the subjective value of pre-residency simulated training in the courses were assessed. Results Ninety-four percent of all residents entering US PGY1 neurosurgical training participated in the 2010 SNS boot camp courses. One hundred sixty-four (88%) of these resident participants responded to the survey. Six months after course completion, 99% of respondents believed the boot camp courses benefited beginning neurosurgery residents and imparted skills and knowledge that would improve patient care. The PGY1 residents' knowledge of information taught in the courses was retained 6 months after initial testing (p < 0.0001). Conclusions The learning and other benefits of participation in a national curriculum for residents entering PGY1 neurosurgical training were maintained 6 months after the courses, halfway through the initial training year.

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

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Society of Neurological Surgeons boot camp courses: knowledge retention and relevance of hands-on learning after 6 months of postgraduate year 1 training

Selden

Anderson

McCartney

et al. 2013

JNS

Self Cite

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“…Due to the relative resistance to guidance-based systems, 38 combined with the fact that external ventricular drains are often placed by postgraduate Year 1 and Year 2 residents, 21 many authors have focused on better methods of teaching the procedure. This instruction has been conducted through multiple means, including the Society of Neurological Surgeons Boot Camp courses 52 and virtual reality simulators. 3,18,26,28 Since the advent of the procedure, infection control has been a major concern.…”

Section: Traumatic Brain Injurymentioning

confidence: 99%

The history of external ventricular drainage

Srinivasan

O’Neill

Jho

et al. 2014

JNS

104

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External ventricular drainage (EVD) is one of the most commonly performed neurosurgical procedures. It was first performed as early as 1744 by Claude-Nicholas Le Cat. Since then, there have been numerous changes in technique, materials used, indications for the procedure, and safety. The history of EVD is best appreciated in 4 eras of progress: development of the technique (1850-1908), technological advancements (1927-1950), expansion of indications , and accuracy, training, and infection control (1995-present). While EVD was first attempted in the 18th century, it was not until 1890 that the first thorough report of EVD technique and outcomes was published by William Williams Keen. He was followed by H. Tillmanns, who described the technique that would be used for many years. Following this, many improvements were made to the EVD apparatus itself, including the addition of manometry by Adson and Lillie in 1927, and continued experimentation in cannulation/drainage materials. Technological advancements allowed a great expansion of indications for EVD, sparked by Nils Lundberg, who published a thorough analysis of the use of intracranial pressure (ICP) monitoring in patients with brain tumors in 1960. This led to the application of EVD and ICP monitoring in subarachnoid hemorrhage, Reye syndrome, and traumatic brain injury. Recent research in EVD has focused on improving the overall safety of the procedure, which has included the development of guidance-based systems, virtual reality simulators for trainees, and antibiotic-impregnated catheters.

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“…As recent reports have demonstrated, such events provide unique opportunities for hands-on skills training for residents. 52,54 Moreover, the interaction and supervision of training sessions by faculties who are considered national references in their fields of expertise render such events not only a valuable experience for the residents, but also a model for enhanced learning and professionalism. Additionally, such events become unique opportunities for experts to share important lessons related to their personal experience.…”

Section: Surgical Simulation and Neurosurgical Educationmentioning

confidence: 99%

Design of a synthetic simulator for pediatric lumbar spine pathologies

Mattei

Frank

Bailey

et al. 2013

PED

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Object Simulation has become an important tool in neurosurgical education as part of the complex process of improving residents' technical expertise while preserving patient safety. Although different simulators have already been designed for a variety of neurosurgical procedures, spine simulators are still in their infancy and, at present, there is no available simulator for lumbar spine pathologies in pediatric neurosurgery. In this paper the authors describe the peculiarities and challenges involved in developing a synthetic simulator for pediatric lumbar spine pathologies, including tethered spinal cord syndrome and open neural tube defects. Methods The Department of Neurosurgery of the University of Illinois at Peoria, in a joint program with the Mechanical Engineering Department of Bradley University, designed and developed a general synthetic model for simulating pediatric neurosurgical interventions on the lumbar spine. The model was designed to be composed of several sequential layers, so that each layer might closely mimic the tensile properties of the natural tissues under simulation. Additionally, a system for pressure monitoring was developed to enable precise measurements of the degree of manipulation of the spinal cord. Results The designed prototype successfully simulated several scenarios commonly found in pediatric neurosurgery, such as tethered spinal cord, retethered spinal cord, and fatty terminal filum, as well as meningocele, myelomeningocele, and lipomyelomeningocele. Additionally, the formulated grading system was able to account for several variables involved in the qualitative evaluation of the technical performance during the training sessions and, in association with an expert qualitative analysis of the recorded sessions, proved to be a useful feedback tool for the trainees. Conclusions Designing and building a synthetic simulator for pediatric lumbar spine pathologies poses a wide variety of unique challenges. According to the authors' experience, a modular system composed of separable layers that can be independently replaced significantly enhances the applicability of such a model, enabling its individualization to distinctive but interrelated pathologies. Moreover, the design of a system for pressure monitoring (as well as a general score that may be able to account for the overall technical quality of the trainee's performance) may further enhance the educational applications of a simulator of this kind so that it can be further incorporated into the neurosurgical residency curriculum for training and evaluation purposes.

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A National Fundamentals Curriculum for Neurosurgery PGY1 Residents

Cited by 109 publications

References 24 publications

Society of Neurological Surgeons boot camp courses: knowledge retention and relevance of hands-on learning after 6 months of postgraduate year 1 training

Society of Neurological Surgeons boot camp courses: knowledge retention and relevance of hands-on learning after 6 months of postgraduate year 1 training

The history of external ventricular drainage

Design of a synthetic simulator for pediatric lumbar spine pathologies

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