Construct validity of eoSim – a low-cost and portable laparoscopic simulator

Mansoor, Saira Mauland; Våpenstad, Cecilie; Mårvik, Ronald; Glomsaker, Tom; Bliksøen, Marte

doi:10.1080/13645706.2019.1638411

Cited by 12 publications

(8 citation statements)

References 33 publications

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“…In this study the continuous training group practiced once every two weeks. This was based on previous research regarding interval training and on a study by Gallagher et al who found that surgical skills decline after two weeks of non-use [ 16 , 31 ]. However, the optimal intersession interval (time between two independent training sessions) for continuous training remains unknown, particularly for the long term.…”

Section: Discussionmentioning

confidence: 99%

“…The performance of the suturing task during test sessions was assessed by the parameters distance and time of the SurgTrac software. Previous studies have shown evident construct validity in the parameters time and distance [ 14 , 16 ] therefore, these are included as primary outcome parameters in this study. The LS-CAT form is used, additionally to the SurgTrac parameters, to provide an objective assessment on the quality of the suture, which is not possible by only measuring time and distance traveled by the instruments.…”

Section: Methodsmentioning

confidence: 99%

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The effect of continuous at-home training of minimally invasive surgical skills on skill retention

Joosten¹,

Hillemans²,

Capelleveen³

et al. 2022

Surg Endosc

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Background Skill deterioration of minimally invasive surgical (MIS) skills may be prevented by continuous training. The aim of this study is to evaluate whether unsupervised continuous at-home training of MIS skills results in better skill retention compared to no training. Methods Medical doctors followed a two-week interval training for two MIS tasks (precise peg transfer and interrupted suture with knot tying), ending with a baseline test. They were randomly assigned to the no-practice group or continuous-practice group. The latter practiced unsupervised at home every two weeks during the study period. Skill retention was measured after three and six months on both tasks by the total time needed, distance traveled by instruments and LS-CAT score (8 best possible score and > 40 worst score). Results A total of 38 participants were included. No significant differences in performance were found at pre-test or baseline. At six months the no-practice group needed more time for the suturing task (309 s vs. 196 s at baseline, p = 0.010) and the LS-CAT score was significantly worse (30 vs. 20 at baseline, p < 0.0001). The continuous-practice group performed the suturing task significantly better than the no-practice group at both three and six months (17 vs. 25, p < 0.001 and 17 vs. 30, p < 0.001) and faster as well (p = 0.034 and p = 0.001). Conclusion This study shows a skill decay after only a few months of non-use and shows better skill retention after continuous unsupervised at-home practice of MIS skills. This indicates an added value of regular at-home practice of surgical skills.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The effect of continuous at-home training of minimally invasive surgical skills on skill retention

Joosten¹,

Hillemans²,

Capelleveen³

et al. 2022

Surg Endosc

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“…Our current challenge is to accommodate the model for online learning of technical skills, incorporating simulators to the resource portfolio in a new version of the MISTELA platform. Simulators are currently used to train technical skills at basic and intermediate levels and can be effective in the diagnosis of surgical skills [25,26]. Their use will typically involve deliberate, repetitive practice drills to achieve progressive automation of accurate movement patterns [27].…”

Section: Discussionmentioning

confidence: 99%

Can effective pedagogy be ensured in minimally invasive surgery e-learning?

García

Gutiérrez

Chmarra

et al. 2020

Minimally Invasive Therapy & Allied Technologies

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Introduction: Effectiveness of e-learning diminishes without the support of a pedagogical model to guide its use. In minimally invasive surgery (MIS), this has been reported as a limitation when technology is used to deliver contents without a sound pedagogical background. Material and methods: We describe how a generic pedagogical model, the 3D pedagogy framework, can be used for setting learning outcomes and activities in e-learning platforms focused on MIS cognitive skills. A demonstrator course on Nissen fundoplication was developed following the model step-by-step in the MISTELA learning platform. Course design was informed by Kolb's Experiential learning model. Content validation was performed by 13 MIS experts. Results: Ten experts agreed on the suitability of content structuring done according to the pedagogical model. All experts agreed that the course provides means to assess the intended learning outcomes. Conclusions: This work showcases how a general-purpose e-learning framework can be accommodated to the needs of MIS training without limiting the course designers' pedagogical approach. Key advances for its success include: (1) proving the validity of the model in the wider scope of MIS skills and (2) raising awareness amongst stakeholders on the need of developing training plans with explicit, rather than assumed, pedagogical foundations.

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“…1 a Precise peg transfer task. b Suturing task performed on the LaparoscopyBoxx take-home simulator [16,22] 17 mm 3/8 curved needle) and performing an intracorporeal surgical knot (Fig. 1b), without a time limit.…”

Section: Tasksmentioning

confidence: 99%

“…The performance of the suturing task during the test sessions was assessed by the parameters of the SurgTrac software. Increase in skill level (primary outcome) was measured by the total time needed and distance traveled by the instrument tips, because previous studies have shown evident construct validity for these two parameters [21,22]. Furthermore, the LS-CAT was used for self-assessment and expert-assessment to provide an objective assessment of the quality of the suture and the knot (secondary outcome).…”

Section: Outcome Parametersmentioning

confidence: 99%

The feasibility and benefit of unsupervised at-home training of minimally invasive surgical skills

et al. 2022

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Background Simulation-based training may be used to acquire MIS skills. While mostly done in a simulation center, it is proposed that this training can be undertaken at-home as well. The aim of this study is to evaluate whether unsupervised at-home training and assessment of MIS skills is feasible and results in increased MIS skills. Methods Medical doctors and senior medical students were tested on their innate abilities by performing a pre-test on a take-home simulator. Henceforth, they followed a two-week interval training practicing two advanced MIS skills (an interrupted suture with knot tying task and a precise peg transfer task) and subsequently performed a post-test. Both tests and all training moments were performed at home. Performance was measured using motion analysis software (SurgTrac) and by expert-assessment and self-assessment using a competency assessment tool for MIS suturing (LS-CAT). Results A total of 38 participants enrolled in the study. Participants improved significantly between the pre-test and the post-test for both tasks. They were faster (632 s vs. 213 s, p < 0.001) and more efficient (distance of instrument tips: 9.8 m vs. 3.4 m, p = 0.001) in the suturing task. Total LS-CAT scores, rated by an expert, improved significantly with a decrease from 36 at the pre-test to 20 at the post-test (p < 0.001) and showed a strong correlation with self-assessment scores (R 0.771, p < 0.001). The precise peg transfer task was completed faster (300 s vs. 163 s, p < 0.001) and more efficient as well (14.8 m vs. 5.7 m, p = 0.005). Additionally, they placed more rings correctly (7 vs. 12, p = 0.010). Conclusion Unsupervised at-home training and assessment of MIS skills is feasible and resulted in an evident increase in skills. Especially in times of less exposure in the clinical setting and less education on training locations this can aid in improving MIS skills.

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Construct validity of eoSim – a low-cost and portable laparoscopic simulator

Cited by 12 publications

References 33 publications

The effect of continuous at-home training of minimally invasive surgical skills on skill retention

The effect of continuous at-home training of minimally invasive surgical skills on skill retention

Can effective pedagogy be ensured in minimally invasive surgery e-learning?

The feasibility and benefit of unsupervised at-home training of minimally invasive surgical skills

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