Simulators and the simulation environment: Getting the balance right in simulation-based surgical education

Sadideen, Hazim; Hamaoui, Karim; Saadeddin, Munir; Kneebone, Roger

doi:10.1016/j.ijsu.2012.08.010

Cited by 56 publications

(37 citation statements)

References 31 publications

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“…One study compared an intensive microsurgery course consisting of four sessions on the same day with once-weekly sessions of the same number of hours over a one-month period and found higher skill uptake in the latter [21]. In addition repeated practice over a longer period also leads to greater competency [22,23]. However, the current delivery of microsurgery training involves little follow-up to ensure that students who have attended a course are able to practice those skills (either in a simulated environment or clinical setting) in a sustained way.…”

Section: Revalidationmentioning

confidence: 99%

Research Priorities in Light of Current Trends in Microsurgical Training: Revalidation, Simulation, Cross-Training, and Standardisation

et al. 2014

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Plastic surgery training worldwide has seen a thorough restructuring over the past decade, with the introduction of formal training curricula and work-based assessment tools. Part of this process has been the introduction of revalidation and a greater use of simulation in training delivery. Simulation is an increasingly important tool for educators because it provides a way to reduce risks to both trainees and patients, whilst facilitating improved technical proficiency. Current microsurgery training interventions are often predicated on theories of skill acquisition and development that follow a 'practice makes perfect' model. Given the changing landscape of surgical training and advances in educational theories related to skill development, research is needed to assess the potential benefits of alternative models, particularly cross-training, a model now widely used in non-medical areas with significant benefits. Furthermore, with the proliferation of microsurgery training interventions and therefore diversity in length, cost, content and models used, appropriate standardisation will be an important factor to ensure that courses deliver consistent and effective training that achieves appropriate levels of competency. Key research requirements should be gathered and used in directing further research in these areas to achieve on-going improvement of microsurgery training.

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Section: Revalidationmentioning

confidence: 99%

Research Priorities in Light of Current Trends in Microsurgical Training: Revalidation, Simulation, Cross-Training, and Standardisation

et al. 2014

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“…1,32 Therefore, it is expected that in the near future, surgical simulators will become an integral part of the curriculum of the majority of neurosurgical training programs. 3,12,31,41,49,66 There is already significant Level I evidence demonstrating that technical skills acquired on simulated models directly translate into technical performance in the operating room, enhancing the resident's ability to attend to expected cognitive components of surgical expertise. 31,41 In relation to the role of simulation in surgical education, one important question refers to the manner in which such training might be successfully implemented in the current curriculum of neurosurgical residencies.…”

Section: Surgical Simulation and Neurosurgical Educationmentioning

confidence: 99%

Design of a synthetic simulator for pediatric lumbar spine pathologies

Mattei

Frank

Bailey

et al. 2013

PED

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Object Simulation has become an important tool in neurosurgical education as part of the complex process of improving residents' technical expertise while preserving patient safety. Although different simulators have already been designed for a variety of neurosurgical procedures, spine simulators are still in their infancy and, at present, there is no available simulator for lumbar spine pathologies in pediatric neurosurgery. In this paper the authors describe the peculiarities and challenges involved in developing a synthetic simulator for pediatric lumbar spine pathologies, including tethered spinal cord syndrome and open neural tube defects. Methods The Department of Neurosurgery of the University of Illinois at Peoria, in a joint program with the Mechanical Engineering Department of Bradley University, designed and developed a general synthetic model for simulating pediatric neurosurgical interventions on the lumbar spine. The model was designed to be composed of several sequential layers, so that each layer might closely mimic the tensile properties of the natural tissues under simulation. Additionally, a system for pressure monitoring was developed to enable precise measurements of the degree of manipulation of the spinal cord. Results The designed prototype successfully simulated several scenarios commonly found in pediatric neurosurgery, such as tethered spinal cord, retethered spinal cord, and fatty terminal filum, as well as meningocele, myelomeningocele, and lipomyelomeningocele. Additionally, the formulated grading system was able to account for several variables involved in the qualitative evaluation of the technical performance during the training sessions and, in association with an expert qualitative analysis of the recorded sessions, proved to be a useful feedback tool for the trainees. Conclusions Designing and building a synthetic simulator for pediatric lumbar spine pathologies poses a wide variety of unique challenges. According to the authors' experience, a modular system composed of separable layers that can be independently replaced significantly enhances the applicability of such a model, enabling its individualization to distinctive but interrelated pathologies. Moreover, the design of a system for pressure monitoring (as well as a general score that may be able to account for the overall technical quality of the trainee's performance) may further enhance the educational applications of a simulator of this kind so that it can be further incorporated into the neurosurgical residency curriculum for training and evaluation purposes.

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“…[3][4][5][6][7] However, in neurological surgery there are relatively few simulator models that are available. The CNS simulation committee therefore designed and integrated several spine simulation modules as a component of the neurosurgical simulation curriculum.…”

Section: Introductionmentioning

confidence: 99%

Simulated Spinal Cerebrospinal Fluid Leak Repair: An Educational Model With Didactic and Technical Components

2013

Neurosurgery

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Simulators and the simulation environment: Getting the balance right in simulation-based surgical education

Cited by 56 publications

References 31 publications

Research Priorities in Light of Current Trends in Microsurgical Training: Revalidation, Simulation, Cross-Training, and Standardisation

Research Priorities in Light of Current Trends in Microsurgical Training: Revalidation, Simulation, Cross-Training, and Standardisation

Design of a synthetic simulator for pediatric lumbar spine pathologies

Simulated Spinal Cerebrospinal Fluid Leak Repair: An Educational Model With Didactic and Technical Components

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