Influence of musical background on surgical skills acquisition

Sun, Ryan; Wang, Yushi; Fast, Andrew; Dutka, Chris; Cadogan, Kianna; Burton, Lauren; Kubay, Cole; Drachenberg, Darrel

doi:10.1016/j.surg.2021.01.013

Cited by 18 publications

(7 citation statements)

References 22 publications

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“…The notion that playing musical instruments makes learning technical surgical skills easier and more efficient has been recently brought to the attention of clinical educators with more surgical training programs giving credits to applicants with musical backgrounds during the recruitment process [ 33 ] due to presumed superior dexterity and hand-eye coordination. Sun et al [ 67 ] conducted a prospective cross-sectional trial on 51 novice students and showed that having a musical background is associated with significantly higher performance in learning basic surgical skills. The authors used validated tools for outcomes measurement and blinded the assessors to the participants’ groups thus minimizing observer bias.…”

Section: Discussion and Literature Reviewmentioning

confidence: 99%

Face-to-face versus distance learning of basic suturing skills in novice learners: a quantitative prospective randomized trial

et al. 2022

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Background and aim Traditionally, practical skills are taught on face-to-face (F-F) basis. COVID-19 pandemic brought distance learning (DL) to the spotlight because of the social distancing mandates. We sought to determine the acceptability and effectiveness of DL of basic suturing in novice learners. Methods A prospective randomized controlled trial involving 118 students was conducted. Participants were randomized into two groups for learning simple interrupted suturing: F-F and DL-groups. Evaluation was conducted by two assessors using a performance checklist and a global rating tool. Agreement between the assessors was calculated, and performance scores of the participants were compared. Participants’ satisfaction was assessed via a questionnaire. Results Fifty-nine students were randomized to the F-F group and 59 to the DL-group. Satisfactory agreement between the assessors was demonstrated. All participants were successful in placing three interrupted sutures, with no significant difference in the performance between the groups. 25(44.6%) of the respondents in the DL-group provided negative comments related to the difficulties of remotely learning visuospatial concepts, 16(28.5%) preferred the F-F approach. Conclusion DL of basic suturing is as effective as the F-F approach in novice learners. It is acceptable by the students despite the challenges related to the remote learning of practical skills.

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Section: Discussion and Literature Reviewmentioning

confidence: 99%

Face-to-face versus distance learning of basic suturing skills in novice learners: a quantitative prospective randomized trial

et al. 2022

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“…It has been reported that background music improves the training of MIS. 24,25 The practice of a musical instrument regularly has been shown to have positive effects on initial laparoscopic performance and training. 26 Some authors found that patients currently playing an instrument were faster and had better dexterity and suture quality.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Performance in Laparoscopic Suturing and Knot Tying: A Cohort Study

et al. 2022

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Background Laparoscopic suturing and knot tying are regarded as some of the most difficult laparoscopic skills to learn. Training is essential to reach proficiency, but available training opportunities are limited. Various techniques to improve training have been evaluated. It appears that individual-related factors affect initial performance and response to training. Thus, the current study aimed to assess factors influencing laparoscopic-suturing and knot-tying performances. Methods All patients were trained one-on-one (teacher–student) for 3 hours. Patients were tested before training (bowel anastomosis model) and directly after training (congenital diaphragmatic hernia or esophageal atresia model) to evaluate transferability. Primary endpoints were time, knot quality, precision, knot strength, and overall laparoscopic knotting performance. Moreover, factors such as (1) age, (2) gender, (3) handedness, (4) previous training or operative experience, (5) playing an instrument, (6) sportive activities, and (7) computer gaming which may influence the primary endpoints were assessed. Results In total, 172 medical students or novice surgical residents were included. Training significantly improved all outcome parameters assessed in the current study. More than 50% of the patients reached proficiency after 3 hours of training. Personal factors like operative experience, playing music instruments, sportive activities, and computer gaming affected some outcome parameters. Handedness and gender affected initial performance but differences partially subsided after training. Younger participants showed a much better response to training. Conclusion In conclusion, several factors influence initial performance and response to the training of laparoscopic suturing and knot tying. Surgeons who want to improve their laparoscopic performance, should concentrate on playing a musical instrument and performing sports rather than playing videos gaming. It appears that training is a key and more practice opportunities should be incorporated into medical school and surgical curricula. Moreover, handedness may affect the outcome but only if the training concepts are not tailored to the dominant hand of the surgeon. Future training and surgical curricula should adapt to this and tailor their concepts accordingly.

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“…In order to relate performance on production tasks to performance on perceptual tasks we used stimuli from the tempo and rhythm subtests of the Profile of Music Perception Skills (PROMS; Law and Zentner, 2012 ); thus, the name “Tapping-PROMS.” The PROMS exists in several versions that have all been shown to be both valid and reliable ( Law and Zentner, 2012 ; Zentner and Strauss, 2017 ; Zentner and Gingras, 2019 ). Recent evidence includes demonstrations of large differences between musicians and non-musicians on Mini-PROMS test scores (e.g., Bosch et al, 2020 ; Sun et al, 2021 ), as well significant associations of PROMS-S scores with brain activation patterns involved in music processing ( Rajan et al, 2021 ). Using perception and production stimuli from the same test source ensures that perceptual and production skills can be directly related to each other.…”

Section: Challenges In the Development Of Music Aptitude Batteriesmentioning

confidence: 99%

The Tapping-PROMS: A test for the assessment of sensorimotor rhythmic abilities

2023

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Sensorimotor synchronization is a longstanding paradigm in the analysis of isochronous beat tapping. Assessing the finger tapping of complex rhythmic patterns is far less explored and considerably more complex to analyze. Hence, whereas several instruments to assess tempo or beat tapping ability exist, there is at present a shortage of paradigms and tools for the assessment of the ability to tap to complex rhythmic patterns. To redress this limitation, we developed a standardized rhythm tapping test comprising test items of different complexity. The items were taken from the rhythm and tempo subtests of the Profile of Music Perception Skills (PROMS), and administered as tapping items to 40 participants (20 women). Overall, results showed satisfactory psychometric properties for internal consistency and test–retest reliability. Convergent, discriminant, and criterion validity correlations fell in line with expectations. Specifically, performance in rhythm tapping was correlated more strongly with performance in rhythm perception than in tempo perception, whereas performance in tempo tapping was more strongly correlated with performance in tempo than rhythm perception. Both tapping tasks were only marginally correlated with non-temporal perception tasks. In combination, the tapping tasks explained variance in external indicators of musical proficiency above and beyond the perceptual PROMS tasks. This tool allows for the assessment of complex rhythmic tapping skills in about 15 min, thus providing a useful addition to existing music aptitude batteries.

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Influence of musical background on surgical skills acquisition

Cited by 18 publications

References 22 publications

Face-to-face versus distance learning of basic suturing skills in novice learners: a quantitative prospective randomized trial

Face-to-face versus distance learning of basic suturing skills in novice learners: a quantitative prospective randomized trial

Factors Influencing Performance in Laparoscopic Suturing and Knot Tying: A Cohort Study

The Tapping-PROMS: A test for the assessment of sensorimotor rhythmic abilities

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