Practical guidelines for setting up neurosurgery skills training cadaver laboratory in India

Suri, Ashish; Roy, Tara Sankar; Lalwani, Sanjeev; Deo, Rama Chandra; Tripathi, Manjul; Dhingra, Rajan; Bhardwaj, D.N.; Sharma, Bhawani Shankar

doi:10.4103/0028-3886.136897

Cited by 23 publications

(16 citation statements)

References 16 publications

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“…[78] In addition to the aforementioned publications, several papers provide practical guidelines for faculty wishing to incorporate these simulation techniques using real tissue into resident education initiatives. [597285]…”

Section: Methodsmentioning

confidence: 99%

Simulation and resident education in spinal neurosurgery

Bohm

Arnold

2015

Surg Neurol Int

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Background:A host of factors have contributed to the increasing use of simulation in neurosurgical resident education. Although the number of simulation-related publications has increased exponentially over the past two decades, no studies have specifically examined the role of simulation in resident education in spinal neurosurgery.Methods:We performed a structured search of several databases to identify articles detailing the use of simulation in spinal neurosurgery education in an attempt to catalogue potential applications for its use.Results:A brief history of simulation in medicine is given, followed by current trends of spinal simulation utilization in residency programs. General themes from the literature are identified that are integral for implementing simulation into neurosurgical residency curriculum. Finally, various applications are reported.Conclusion:The use of simulation in spinal neurosurgery education is not as ubiquitous in comparison to other neurosurgical subspecialties, but many promising methods of simulation are available for augmenting resident education.

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Section: Methodsmentioning

confidence: 99%

Simulation and resident education in spinal neurosurgery

Bohm

Arnold

2015

Surg Neurol Int

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“…Training School (NETS) is an attempt to establish a skills training curriculum from neurosurgical perspective to fill learning g a p . I t i n v o l v e d f o r m u l a t i o n , standardization, validation and evaluation of efficacy of structured modular skills training program for short-term and longterm training using formative and summative assessment tools (12)(13)(14)(15)(16)(17)(18).…”

Section: Neurosurgery Education Andmentioning

confidence: 99%

“…Assessing the educational needs, NETS has also established an open source, free access, global, interactive elearning platform delivering customized educational content. The learning material includes neurosurgery seminars, modular courses, edited operation videos and 3D animation graphics content (14,15).…”

Section: Fig 1: Infrastructure Of Neurosurgery Education and Traininmentioning

confidence: 99%

Simulation Based Skills Training in Neurosurgery and Contemporary Surgical Practices

Suri

Tripathi

Bettag

et al. 2016

Annals of the National Academy of Medical Sciences (India)

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SUMMARYNeurosurgery training is based on a time-bound apprenticeship model, resulting in mentor-dependent, non-uniform, anecdotal, slow skills acquisition, sometimes with morbid consequences. The complexity of neurosurgical procedures and constraints of present education have demands for alternative methods of training. The use of simulation in surgical skills training was pioneered by work in laparoscopy, which began only in the last 25 years. Existing neurosurgery training model should be supplemented with efficient skills training curricula.The present study illustrates formulation, standardization, validation and evaluation of efficacy of neurosurgery skills training modules using formative and summative assessment. 160 regular residents and short-term trainees were trained over 3096 skills training sessions under formative assessment; 176 'graduate neurosurgeons' were trained with 12 skills training programs under summative assessment. Training involved skills development in micro-neurosurgery, high-speed drilling, neuroendoscopy and spine-instrumentation by practice on structured low and high-fidelity simulation models. The effectiveness of content, course modules, and teaching faculty on skills development were assessed using spot and gap-based evaluation.Seven basic, 7 intermediate and 14 advanced skills training modules have been developed. Trainees rated 71% of overall training sessions as excellent quality content with 69·8%, 70·1%, and 71% respectively for micro-suturing and high-speed drilling, neuro-endoscopy and spine-instrumentation modules. Faculty with higher ratings was included as program instructors. On gap-based evaluation, >80% of responded trainees reported better orientation with high speed drilling followed by micro-neurosurgery and spine-instrumentation. Neuro-endoscopy training scored low assimilation into clinical practice.We suggest structured modular validated skills training curriculum to supplement the existing neurosurgery training. This would help in improving learning curve outside operation-rooms, at convenience and individualized needs of trainees under supervision, and would thus help in skills translation without endangering patients.

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“…In addition, the relationship between anatomists and surgeons is important for procedural education and training as simulation training using cadaveric models appears to result in better skill transfer to live animals than low-fidelity bench-type artificial models (Sidhu et al, 2007) for some types of procedures. However, cadaveric and live animal training is associated with significantly increased costs and requires specialized facilities (Suri et al, 2014). Therefore, from an ideal instructional perspective, cadaveric training may be best suited for midlevel surgical residents who have already demonstrated proficiency with bench models prior to using animal models.…”

Section: Role Of Anatomy Instruction In Procedural Skills Trainingmentioning

confidence: 99%

Getting back together after a break‐up: Relationship advice for anatomists and surgeons

Phitayakorn

Lachman

2015

Clinical Anatomy

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The "surgeon-anatomist" was originally a single individual who self-pursued knowledge and understanding of anatomy as the foundation for successful surgical outcomes. However, recent advances in medical education have ironically led to the separation of anatomy and surgery. This physical and emotional "divorce" of anatomists and surgeons into separate individuals has created several critical educational issues for medical and surgical educators including a general lack of anatomical knowledge in medical students and misalignment of graduate medical education procedural specialty training with the Accreditation Council of Graduate Medical Education Core Competencies and now the Next Accreditation System. There are numerous opportunities for anatomists and surgeons to work together to improve educational instruction of established difficult anatomical regions, procedural training, or even develop new techniques and procedures. Similarly, anatomists with specialized training in medical education would be invaluable partners to ensure that procedural assessments align with instructional technologies for truly longitudinal curricula that starts at the medical student level, but stops at the patient outcomes of attending surgeons. This mutually beneficial relationship would be similar to multidisciplinary care teams and current surgeon and PhD/EdD partnerships. The restoration of the relationship between anatomists and surgeons would be invaluable to surgical education and remains an exciting research opportunity.

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Practical guidelines for setting up neurosurgery skills training cadaver laboratory in India

Cited by 23 publications

References 16 publications

Simulation and resident education in spinal neurosurgery

Simulation and resident education in spinal neurosurgery

Simulation Based Skills Training in Neurosurgery and Contemporary Surgical Practices

Getting back together after a break‐up: Relationship advice for anatomists and surgeons

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