Laparoscopic simulation training: does timing impact the quality of skills acquisition?

Bonrath, Esther M.; Fritz, Mathias; Mees, Soeren Torge; Weber, Barbara K.; Grantcharov, Teodor P.; Senninger, N.; Rijcken, Emile

doi:10.1007/s00464-012-2529-4

Cited by 12 publications

(2 citation statements)

References 27 publications

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“… 6 Using an online booking system, residents could book 2-hour training sessions at the simulation center during the daytime, or the evening, throughout the week, including weekends. 7 There was sufficient equipment for 4 residents to practice simultaneously (4 virtual reality simulators and 4 box trainers). Medical students attended all training sessions, to assist with technical problems and provide feedback and instructions.…”

Section: Methodsmentioning

confidence: 99%

Implementation of a Cross-specialty Training Program in Basic Laparoscopy

Bjerrum

Sørensen

Thinggaard

et al. 2015

JSLS

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Background and Objectives:Several surgical specialties use laparoscopy and share many of the same techniques and challenges, such as entry approaches, equipment, and complications. However, most basic training programs focus on a single specialty. The objective of this study was to describe the implementation of a regional cross-specialty training program for basic laparoscopy, to increase the flexibility of educational courses, and to provide a more efficient use of simulation equipment.Methods:Using a regional training program in basic laparoscopy for gynecology as a model, we developed a cross-specialty training program for residents in surgery, gynecology, urology, and thoracic surgery. We reviewed data on training for the first year of the program and evaluated the program by using a scoring system for quality criteria for laparoscopic curricula and skills.Results:We held 6 full-day theoretical courses involving 67 residents between September 1, 2013, and August 31, 2014. In the weeks following each course, residents practiced in a self-directed, distributed, and proficiency-based manner at a simulation center and in local hospital departments. A total of 57 residents completed the self-practice and a subsequent practical animal laboratory–based course. The structure of the training program was evaluated according to identified quality criteria for a skills laboratory, and the program scored 38 of a maximum 62 points.Discussion:Implementation of a regional cross-specialty training program in basic laparoscopy is feasible. There are several logistic benefits of using a cross-specialty approach; however, it is important that local departments include specialty-specific components, together with clinical departmental follow-up.

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Section: Methodsmentioning

confidence: 99%

Implementation of a Cross-specialty Training Program in Basic Laparoscopy

Bjerrum

Sørensen

Thinggaard

et al. 2015

JSLS

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“…The European Working Time Directive (EWTD) has made standards for weekly work hours for junior doctors to limit incidents at work [28]. To further limit junior doctors’ weekly work hours by simulation-based courses compensating for work hours seems unlikely and it would not increase the learning outcome after the EWTD has been implemented, as it has been shown that training outside of work during a trainee’s “personal time” does not minimize the effect of skill acquisition compared to training during work hours [29]. Lack of pay is not a deterrent for trainees who attend the courses using their personal time.…”

Section: Discussionmentioning

confidence: 99%

Simulation-Based Mastery Learning of Flexible Bronchoscopy: Deciding Factors for Completion

et al. 2018

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Background: Several studies have shown the beneficial effects of mastery learning of a simulation-based course, but not all trainees complete it. Objectives: The purpose of this study was to find deciding factors for the completion of a simulation-based mastery learning course with distributive practice in flexible bronchoscopy. Methods: Seventy-seven trainees who signed up for the course were invited to a survey for deciding factors of completing the course. Sixty-two (81%) trainees answered the survey. Results: Male trainees were more likely to complete the course. The most important factor for completion was clinical relevance, and the most important factor for not completing the course was being “too busy.” Conclusion: Several deciding factors for completing the course were identified. Successful simulation-based mastery learning courses should be clinically relevant, and the trainees should be provided protected time to complete the training. The instructional design should also be adapted systematically for male and female trainees to achieve the necessary competencies.

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Acquisition of specific laparoscopic skills for laparoscopic hepatopancreatobiliary surgery

Mees

Maddern

2016

Laparoscopic Liver, Pancreas, and Biliary Surgery

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Laparoscopic simulation training: does timing impact the quality of skills acquisition?

Abstract: All subjects improved in skill significantly throughout the week regardless of the timing of the training intervention. Simulation training can be offered outside of regular working hours with acceptable effectiveness.

Cited by 12 publications

References 27 publications

Implementation of a Cross-specialty Training Program in Basic Laparoscopy

Implementation of a Cross-specialty Training Program in Basic Laparoscopy

Simulation-Based Mastery Learning of Flexible Bronchoscopy: Deciding Factors for Completion

Acquisition of specific laparoscopic skills for laparoscopic hepatopancreatobiliary surgery

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