Creation of a universal language for surgical procedures using the step-by-step framework

Nazari, Tahmina; Vlieger, E. J.; Dankbaar, Mary; Merriënboer, Jeroen J. G. van; Lange, Johan F.; Wiggers, Theo

doi:10.1002/bjs5.47

Cited by 12 publications

(16 citation statements)

References 24 publications

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“…Teaching grade video-demonstrations of surgical procedures should be peer-reviewed and have high educational value [22,24,27]. A rather new online surgical educational platform is Incision Academy with surgical videos containing standardized procedural steps [28] and of which the content has been supervised by surgeons and anatomists.…”

Section: Discussionmentioning

confidence: 99%

Learning inguinal hernia repair? A survey of current practice and of preferred methods of surgical residents

Nazari

Dankbaar

Sanders

et al. 2020

Hernia

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Purpose During surgical residency, many learning methods are available to learn an inguinal hernia repair (IHR). This study aimed to investigate which learning methods are most commonly used and which are perceived as most important by surgical residents for open and endoscopic IHR. Methods European general surgery residents were invited to participate in a 9-item web-based survey that inquired which of the learning methods were used (checking one or more of 13 options) and what their perceived importance was on a 5-point Likert scale (1 = completely not important to 5 = very important). Results In total, 323 residents participated. The five most commonly used learning methods for open and endoscopic IHR were apprenticeship style learning in the operation room (OR) (98% and 96%, respectively), textbooks (67% and 49%, respectively), lectures (50% and 44%, respectively), video-demonstrations (53% and 66%, respectively) and journal articles (54% and 54%, respectively). The three most important learning methods for the open and endoscopic IHR were participation in the OR [5.00 (5.00–5.00) and 5.00 (5.00–5.00), respectively], video-demonstrations [4.00 (4.00–5.00) and 4.00 (4.00–5.00), respectively], and hands-on hernia courses [4.00 (4.00–5.00) and 4.00 (4.00–5.00), respectively]. Conclusion This study demonstrated a discrepancy between learning methods that are currently used by surgical residents to learn the open and endoscopic IHR and preferred learning methods. There is a need for more emphasis on practising before entering the OR. This would support surgical residents’ training by first observing, then practising and finally performing the surgery in the OR.

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Section: Discussionmentioning

confidence: 99%

Learning inguinal hernia repair? A survey of current practice and of preferred methods of surgical residents

Nazari

Dankbaar

Sanders

et al. 2020

Hernia

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“…The video-demonstration showing the LOIHR on the simulation model lasted for 8:00 min (video-demonstration LOIHR available online). The surgery was based on the description of Amid [ 14 ] and was divided into steps using the step-by-step framework [ 15 ] (Appendix A). The step-by-step framework breaks down surgical procedures based on anatomical structures and implants, into steps and substeps.…”

Section: Methodsmentioning

confidence: 99%

Validity of a low-cost Lichtenstein open inguinal hernia repair simulation model for surgical training

Nazari

Simons

Zeb

et al. 2019

Hernia

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Purpose Simulation training allows trainees to gain experience in a safe environment. Computer simulation and animal models to practice a Lichtenstein open inguinal hernia repair (LOIHR) are available; however, a low-cost model is not. We constructed an inexpensive model using fabric, felt, and yarn that simulates the anatomy and hazards of the LOIHR. This study examined the fidelity, and perceived usefulness of our developed simulation model by surgical residents and expert surgeons. Methods A total of 66 Dutch surgical residents and ten international expert surgeons were included. All participants viewed a video-demonstration of LOIHR on the simulation model and subsequently performed the surgery themselves on the model. Afterward, they assessed the model by rating 13 statements concerning its fidelity (six model, three equipment, and four psychological) and six usefulness statements on a five-point Likert scale. One-sample Wilcoxon signed-rank test was used to compare to the neutral value of 3. Conclusion Our developed Lichtenstein open inguinal hernia repair simulation model was assessed by surgical residents and expert surgeons as a model with high fidelity and high potential usefulness, especially for the training of surgical residents. HerniaPublisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…Due to work hour regulations and decreased exposure time in the operating room, the emphasis today in surgical education is on better preparation before entering the operating room [2,3]. A framework based on anatomical structures has been proposed by our group to segment surgical procedures into steps in a standardized manner [4]. An international expert panel supported the preciseness, usefulness, and applicability of the step-by-step framework.…”

Section: Introductionmentioning

confidence: 99%

“…Below the video was the step-by-step textual description in table-form with steps, substeps, and the actions. Each substep, a combination of an anatomical structure and an action, had its explanation[4]. This information was the same as the information for the continuous group but formally structured.…”

mentioning

confidence: 99%

Continuous versus step by step training for learning surgical anatomy on an open inguinal hernia model

Nazari¹,

Zeb²,

Dankbaar³

et al. 2019

J Surg Surgical Res

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Background: Segmentation of surgical procedures may facilitate learning. The step-by-step framework segments surgical procedures in a standardized manner based on anatomy. The effects of the framework are compared to a continuous approach, on learning anatomy on an inguinal hernia model by pre-novices. Methods: Students from 10 high schools located in or near Rochester, Minnesota, were randomized into continuous and step-by-step groups. They trained using step-by-step versus continuous videodemonstrations of an open inguinal hernia repair on a simulation model. Anatomical knowledge and cognitive load were assessed. Results: In total, 220 students participated (156 female; mean age 15 years). In the selection that watched the video-demonstration, the step-by-step group answered 1.9 questions correctly, and the continuous group 2.4, p=0.010. The cognitive load did not differ between the groups. Conclusions: In pre-novices, anatomy knowledge transfer might be better using continuous rather than step-by-step video-demonstrations.

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Creation of a universal language for surgical procedures using the step-by-step framework

Cited by 12 publications

References 24 publications

Learning inguinal hernia repair? A survey of current practice and of preferred methods of surgical residents

Learning inguinal hernia repair? A survey of current practice and of preferred methods of surgical residents

Validity of a low-cost Lichtenstein open inguinal hernia repair simulation model for surgical training

Continuous versus step by step training for learning surgical anatomy on an open inguinal hernia model

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