Evidence-Based Microsurgical Skills Acquisition Series Part 2: Validated Assessment Instruments—A Systematic Review

Dumestre, Danielle; Yeung, Justin K.; Temple‐Oberle, Claire

doi:10.1016/j.jsurg.2014.06.009

Cited by 55 publications

(51 citation statements)

References 44 publications

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“…There are many grading systems used to evaluate microsurgical technique. 10–14) The University of Western Ontario Microsurgical Skills Acquisition/Assessment instrument (UWOMSA) includes not only a microvascular anastomosis assessment, but also a microsuturing assessment. 11) We modified the knot-tying assessment of the UWOMSA to develop the NUMSAS.…”

Section: Methodsmentioning

confidence: 99%

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Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

Sakamoto

Okamoto

Shimizu

et al. 2017

Neurol. Med. Chir.(Tokyo)

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Bench model hands-on learning may be more effective than traditional didactic practice in some surgical fields. However, this has not been reported for microsurgery. Our study objective was to demonstrate the efficacy of bench model hands-on learning in acquiring microsuturing skills. The secondary objective was to evaluate the aptitude for microsurgery based on personality assessment. Eighty-six medical students comprising 62 men and 24 women were randomly assigned to either 20 min of hands-on learning with a bench model simulator or 20 min of video-learning using an instructional video. They then practiced microsuturing for 40 min. Each student then made three knots, and the time to complete the task was recorded. The final products were scored by two independent graders in a blind fashion. All participants then took a personality test, and their microsuture test scores and the time to complete the task were compared. The time to complete the task was significantly shorter in the simulator group than in the video-learning group. The final product scores tended to be higher with simulator-learning than with video-learning, but the difference was not significant. Students with high “extraversion” scores on the personality inventory took a shorter time to complete the suturing test. Simulator-learning was more effective for microsurgery training than video instruction, especially in understanding the procedure. There was a weak association between personality traits and microsurgery skill.

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Section: Methodsmentioning

confidence: 99%

“…13,29–32) The existing grading system 12,30) was not expensive, but it was somewhat subjective. 14,31,32) The grading system was time consuming. 32) Therefore, a more efficient and precise grading system is needed.…”

Section: Limitationsmentioning

confidence: 99%

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

Sakamoto

Okamoto

Shimizu

et al. 2017

Neurol. Med. Chir.(Tokyo)

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“…Several systematic reviews are available on this topic, dealing with different microsurgical training elements and selectively testing the validity of these models [1, 16, 34, 35]. …”

Section: Considerations On Microsurgical Training Conceptsmentioning

confidence: 99%

“…Various assessment tools – most of which were developed for general surgery training – were modified to adapt to the special demands of microsurgical training [1, 35, 46]. …”

Section: Assessment Tools and Clinical Translation Of Microsurgical Smentioning

confidence: 99%

“…GRSs were initially developed for general surgical procedure but they were later adapted for microsurgery and modified by several authors [1, 35, 46, 55-57] (Table 2). These tools are making the parallel assessment of various details – believed to determine microsurgical outcome – possible (respect for tissue handling, time, flow of surgery, dexterity).…”

Section: Assessment Tools and Clinical Translation Of Microsurgical Smentioning

confidence: 99%

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Defining Standards in Experimental Microsurgical Training: Recommendations of the European Society for Surgical Research (ESSR) and the International Society for Experimental Microsurgery (ISEM)

et al. 2017

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Background: Expectations towards surgeons in modern surgical practice are extremely high with minimal complication rates and maximal patient safety as paramount objectives. Both of these aims are highly dependent on individual technical skills that require sustained, focused, and efficient training outside the clinical environment. At the same time, there is an increasing moral and ethical pressure to reduce the use of animals in research and training, which has fundamentally changed the practice of microsurgical training and research. Various animal models were introduced and widely used during the mid-20th century, the pioneering era of experimental microsurgery. Since then, high numbers of ex vivo training concepts and quality control measures have been proposed, all aiming to reduce the number of animals without compromising quality and outcome of training. Summary: Numerous microsurgical training courses are available worldwide, but there is no general agreement concerning the standardization of microsurgical training. The major aim of this literature review and recommendation is to give an overview of various aspects of microsurgical training. We introduce here the findings of a previous survey-based analysis of microsurgical courses within our network. Basic principles behind microsurgical training (3Rs, good laboratory practice, 3Cs), considerations around various microsurgical training models, as well as several skill assessment tools are discussed. Recommendations are formulated following intense discussions within the European Society for Surgical Research (ESSR) and the International Society for Experimental Microsurgery (ISEM), based on scientific literature as well as on several decades of experience in the field of experimental (micro)surgery and preclinical research, represented by the contributing authors. Key Messages: Although ex vivo models are crucial for the replacement and reduction of live animal use, living animals are still indispensable at every level of training which aims at more than just a basic introduction to microsurgical techniques. Modern, competency-based microsurgical training is multi-level, implementing different objective assessment tools as outcome measures. A clear consensus on fundamental principles of microsurgical training and more active international collaboration for the sake of standardization are urgently needed.

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Force‐sensing microsurgical needle holder

2021

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Evidence-Based Microsurgical Skills Acquisition Series Part 2: Validated Assessment Instruments—A Systematic Review

Cited by 55 publications

References 44 publications

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

Defining Standards in Experimental Microsurgical Training: Recommendations of the European Society for Surgical Research (ESSR) and the International Society for Experimental Microsurgery (ISEM)

Force‐sensing microsurgical needle holder

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