A Systematic Review of Simulation-Based Training in Vascular Surgery

Haiser, Alexander; Aydın, Abdullatif; Kunduzi, Basir; Ahmed, Kamran

doi:10.1016/j.jss.2022.05.009

Cited by 29 publications

(7 citation statements)

References 126 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Endovascular procedures require a high degree of precision and skills that were traditionally taught exclusively through an apprenticeship model based entirely on patients. In the latest meta-analysis conducted by Haiser et al, there is a notable shift towards educational validation and increased utilization of high-fidelity virtual/mixed reality (VR/MR) simulators for endovascular training [17,18]. Among the prominently recognized simulators are ANGIO Mentor (Simbionix, Cleveland, OH, USA), Vascular Intervention System Trainer (VIST) simulator (Mentice AB, Gothenburg, Sweden), and SimSuite (Medical Simulation Corporation, Denver, CO, USA) [19].…”

Section: Simulation and Training In Vascular Surgerymentioning

confidence: 99%

Surgical Medical Education via 3D Bioprinting: Modular System for Endovascular Training

Foresti,

Fornasari,

Bianchini Massoni

et al. 2024

Bioengineering

View full text Add to dashboard Cite

There is currently a shift in surgical training from traditional methods to simulation-based approaches, recognizing the necessity of more effective and controlled learning environments. This study introduces a completely new 3D-printed modular system for endovascular surgery training (M-SET), developed to allow various difficulty levels. Its design was based on computed tomography angiographies from real patient data with femoro-popliteal lesions. The study aimed to explore the integration of simulation training via a 3D model into the surgical training curriculum and its effect on their performance. Our preliminary study included 12 volunteer trainees randomized 1:1 into the standard simulation (SS) group (3 stepwise difficulty training sessions) and the random simulation (RS) group (random difficulty of the M-SET). A senior surgeon evaluated and timed the final training session. Feedback reports were assessed through the Student Satisfaction and Self-Confidence in Learning Scale. The SS group completed the training sessions in about half time (23.13 ± 9.2 min vs. 44.6 ± 12.8 min). Trainees expressed high satisfaction with the training program supported by the M-SET. Our 3D-printed modular training model meets the current need for new endovascular training approaches, offering a customizable, accessible, and effective simulation-based educational program with the aim of reducing the time required to reach a high level of practical skills.

show abstract

Section: Simulation and Training In Vascular Surgerymentioning

confidence: 99%

Surgical Medical Education via 3D Bioprinting: Modular System for Endovascular Training

Foresti,

Fornasari,

Bianchini Massoni

et al. 2024

Bioengineering

View full text Add to dashboard Cite

show abstract

“…Vascular surgical training has historically followed the Halstedian model of “see one, do one, and teach one” [ 1 ]. However, many contend that this approach to training is no longer appropriate [ 2 , 3 ].…”

Section: Introductionmentioning

confidence: 99%

Remote feedback in endovascular simulation training: a mixed-methods study

Roche,

Moneley,

Lawler

et al. 2024

Adv Simul

View full text Add to dashboard Cite

Background There is an increasing need to increase simulation-based learning opportunities for vascular surgery residents in endovascular skills training. This study aims to explore the effectiveness of remote expert instructional feedback of endovascular simulation-based education, as a means of increasing training opportunities in this area for vascular surgery residents. Methods A mixed-methods study design was adopted. Twelve vascular surgery residents from Ireland were tasked with completing two endovascular renal artery procedures: one with in-person expert feedback and the other with remote instruction. Participants ranged in experience levels from second year to final year of residency. Following the training activities, interviews and a questionnaire were employed to gather information on the usefulness of remote feedback. Results There was no significant difference reported by participants using a post-event validated questionnaire between remote and in-person feedback. During the interviews, participants expressed mixed feelings about the presence of the educator while practicing, but they eventually saw no limiting factors to their practice when the trainer provided remote feedback. When receiving performance feedback remotely, clear communication and a shared knowledge of the task development are critical to success. Conclusions We believe these findings can inform the design and development of remote learning and assessment of endovascular skills training and ultimately provide increased opportunities for more skills practice for vascular surgical residents.

show abstract

“… 19 Other published curricula center on endovascular surgery, abdominal aortic aneurysm repair, or carotid endarterectomy. 20 Vascular anastomosis curricula have been evaluated, though prior models are complex to set up and publications lack the details necessary for implementation. 15 , 21 Few curricula incorporate vascular dissection.…”

Section: Introductionmentioning

confidence: 99%

Vascular Anastomoses and Dissection: A Six-Part Simulation Curriculum for Surgical Residents

Brian,

Rodriguez,

Rapp

et al. 2024

MedEdPORTAL

View full text Add to dashboard Cite

Introduction As surgical technologies grow, so too do demands on surgical trainees to master increasing numbers of skill sets. With the rise of endovascular surgery, trainees have fewer opportunities to practice open vascular techniques in the operating room. Simulation can bridge this gap. However, existing published open vascular simulation curricula are basic or based on expensive models. Methods We iteratively developed an open vascular skills curriculum for second-year surgery residents comprising six 2-hour sessions. We refined the curriculum based on feedback from learners and faculty. The curriculum required skilled facilitators, vascular instruments, and tissue models. We evaluated the latest iteration with a survey and by assessing participants’ technical skills using the Objective Structured Assessment of Technical Skills (OSATS) form. Results Over the past 10 years, 101 residents have participated in the curriculum. Nine of 13 residents who participated in the latest curricular iteration completed the survey. All respondents rated the sessions as excellent and strongly agreed that they had improved their abilities to perform anastomoses with tissue and prosthetic. Facilitators completed 18 OSATS forms for residents in the fifth and sixth sessions of the latest iteration. Residents scored well overall, with a median 26.5 (interquartile range: 24–29) out of a possible score of 35, with highest scores on knowledge of instruments. Discussion This simulation-based curriculum facilitates open vascular surgical skill acquisition among surgery residents. The curriculum allows residents to acquire critical vascular skills that are challenging to learn in an increasingly demanding operative setting.

show abstract

A Systematic Review of Simulation-Based Training in Vascular Surgery

Cited by 29 publications

References 126 publications

Surgical Medical Education via 3D Bioprinting: Modular System for Endovascular Training

Surgical Medical Education via 3D Bioprinting: Modular System for Endovascular Training

Remote feedback in endovascular simulation training: a mixed-methods study

Vascular Anastomoses and Dissection: A Six-Part Simulation Curriculum for Surgical Residents

Contact Info

Product

Resources

About