Construct and Validation of a Three-Dimensional Physical Model for Training in Transnasal Office Procedures

Bright, Rakesh R.; Varghese, Lalee; Kurien, Regi

doi:10.1007/s12070-021-02775-7

Indian J Otolaryngol Head Neck Surg

2021

DOI: 10.1007/s12070-021-02775-7

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Construct and Validation of a Three-Dimensional Physical Model for Training in Transnasal Office Procedures

Rakesh R. Bright

Lalee Varghese

Regi Kurien

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Cited by 3 publications

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Training models and simulators for endoscopic transsphenoidal surgery: a systematic review

Santona,

Madoglio,

Mattavelli

et al. 2023

Neurosurg Rev

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Endoscopic transsphenoidal surgery is a novel surgical technique requiring specific training. Different models and simulators have been recently suggested for it, but no systematic review is available. To provide a systematic and critical literature review and up-to-date description of the training models or simulators dedicated to endoscopic transsphenoidal surgery. A search was performed on PubMed and Scopus databases for articles published until February 2023; Google was also searched to document commercially available. For each model, the following features were recorded: training performed, tumor/arachnoid reproduction, assessment and validation, and cost. Of the 1199 retrieved articles, 101 were included in the final analysis. The described models can be subdivided into 5 major categories: (1) enhanced cadaveric heads; (2) animal models; (3) training artificial solutions, with increasing complexity (from “box-trainers” to multi-material, ct-based models); (4) training simulators, based on virtual or augmented reality; (5) Pre-operative planning models and simulators. Each available training model has specific advantages and limitations. Costs are high for cadaver-based solutions and vary significantly for the other solutions. Cheaper solutions seem useful only for the first stages of training. Most models do not provide a simulation of the sellar tumor, and a realistic simulation of the suprasellar arachnoid. Most artificial models do not provide a realistic and cost-efficient simulation of the most delicate and relatively common phase of surgery, i.e., tumor removal with arachnoid preservation; current research should optimize this to train future neurosurgical generations efficiently and safely.

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Training models and simulators for endoscopic transsphenoidal surgery: a systematic review

Santona,

Madoglio,

Mattavelli

et al. 2023

Neurosurg Rev

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An update on simulation training in rhinology: a systematic review of evidence

Brennan,

Balakumar,

Waite

et al. 2024

J. Laryngol. Otol.

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Background Rhinological procedures demand a high degree of technical expertise and anatomical knowledge. Because of limited surgical opportunities, ethical considerations and the complexity of these procedures, simulation-based training has become increasingly important. This review aimed to evaluate the effectiveness of simulation models used in rhinology training. Methods Searches were conducted on PubMed, Embase, Cochrane and Google Scholar for studies conducted between July 2012 and July 2022. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (‘PRISMA’) protocol defined a final list of articles. Each validated study was assigned a level of evidence and a level of recommendation based on the Oxford Centre of Evidence-Based Medicine classification. Results Following exclusions, 42 articles were identified which encompassed six types of simulation models and 26 studies evaluated validity. The rhinological skills assessed included endoscopic sinus surgery (n = 28), skull base/cerebrospinal fluid leak repair (n = 14), management of epistaxis and/or sphenopalatine artery ligation (n = 8), and septoplasty and septorhinoplasty (n = 6). All studies reported the beneficial impact of their simulation models on trainee development. Conclusion Simulation training in rhinology is a valuable adjunct to traditional surgical education. Although evidence is of moderate quality, the findings highlight the importance of simulation-based training in rhinology training.

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Comparative Study of Project Based Learning Over Lecture in Acquisition of 3D Anatomical Knowledge in Medical Students

A.N.¹

2022

jemds

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BACKGROUND Many students attending ENT clinical postings were found to have difficulty in conceptualising the 3-dimensional (3 D) anatomy of the ear, nose and throat. Students in project-based learning (PBL) classrooms obtained higher scores than students in traditional classrooms. PBL using clay model and modelling compound have been successfully used to improve the 3 D anatomical understanding in medical students. The purpose of this study was to compare the effectiveness of PBL over lecture in the acquisition of 3 D anatomical knowledge among third-year undergraduate medical students and also to understand the student perception towards PBL. METHODS This quasi-experimental study was done at GMC, Ernakulam among 84 third-year undergraduate medical (MBBS) students who had given consent for the study. They were divided into 3 batches according to roll numbers (28 students in each). Two topics in ENT anatomy were selected. 14 students of one batch attended lecture class, while the remaining 14 attended PBL class. This was repeated for the remaining two batches. In the next week, a cross-over was given for the second topic. Pre-test and post-test for both topics were administered to all the students before and after the sessions. Feedback regarding the student perceptions about PBL was obtained. RESULTS There was a statistically significant difference between the mean of pre-test and post-test scores (p values of 0.001) in both lecture and PBL groups in both topics. The mean of pre-test scores of the lecture group and PBL in both topics did not show any significant difference. There was a statistically significant difference between the mean of post-test scores in the case of nose topic (p value 0.004). 88% of students had a favourable view of PBL as a teaching methodology. There was no statistically significant difference across the genders in their perception of the PBL as a teaching-learning method. (p value 0.314) CONCLUSIONS The study shows that both PBL and lecture brought about significant change in the knowledge level of the student. The students had a favourable opinion regarding PBL as a teaching method. However, PBL was not found to be more beneficial than conventional lecture in the acquisition of knowledge. KEY WORDS Anatomy Education; Medical Education; Project-Based Learning; Didactic Lecture.

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Construct and Validation of a Three-Dimensional Physical Model for Training in Transnasal Office Procedures

Cited by 3 publications

References 21 publications

Training models and simulators for endoscopic transsphenoidal surgery: a systematic review

Training models and simulators for endoscopic transsphenoidal surgery: a systematic review

An update on simulation training in rhinology: a systematic review of evidence

Comparative Study of Project Based Learning Over Lecture in Acquisition of 3D Anatomical Knowledge in Medical Students

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