Skills improvement after observation or direct practice of a simulated laparoscopic intervention

Schmitt, Françoise; Mariani, Aurora; Eyssartier, E.; Granry, J.C.; Podevin, Guillaume

doi:10.1016/j.jogoh.2017.12.004

Cited by 8 publications

(7 citation statements)

References 27 publications

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“…The results of our study demonstrated significantly improved levels of performance for all skill sets for novice surgical residents trained on LAP Sim for minimally invasive surgical procedures. These results were in alignment with previous observational and interventional studies conducted to assess the role of VR based surgical training 7,[12][13][14][15] . In Buescher et al, (2017), there was significant decrease in operation time (p<0.01) at the time of training and also after six weeks indicating skill retention 12 .…”

Section: Discussionsupporting

confidence: 88%

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Simulation Based Training Improves Laparoscopic Surgical Skills in Trainee Surgeons

Shaikh

Khaliq

2021

PAFMJ

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Objective: To assess the impact of laparoscopic simulation training on surgical skills of trainee surgeons. Study Design: Comparative prospective study. Place and Duration of Study: Jinnah Sindh Medical University Karachi, for one month October 2019. Methodology: Total thirty surgical trainees of FCPS year four (R4) were studied. The cases group (fifteen trainees) were given one month laparoscopy training on a LAP Simulator (LAPSim), surgical science Sweden) and the control group (fifteen trainees) were not trained. Their laparoscopic skills were then compared. Objective Structured Assessment of Technical Skills (OSATS) specific and general was used to assess their performance. Data was entered and analyzed using SPSS-23. Results: On LAP Sim Scoring, post-test scores were significantly better than pre-test for all skills in the trainedresidents (p<0.01 for all subscales) and total post-test score was also significantly better for trained surgeonsas compared to untrained (77.45 ± 7.78 vs. 31.70 ± 2.48; p<0.01). On Objective Structured Assessment of Technical Skills for specific tasks, post-test scores were significantly better than pre-test for all tasks in the cases (p<0.01 for all subscales) and for none in the controls. On Objective Structured Assessment of Technical Skills general, posttest scores were significantly better than pre-test for all tasks in the cases (p<0.01 for all subscales) and for clip application (p<0.01) and suturing with intracorporeal knot tying (p<0.01) in the controls. Conclusion: This study demonstrated significantly improved levels of performance for all skill sets for novicesurgical residents trained on LAP Sim for minimally invasive surgical procedures.

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Section: Discussionsupporting

confidence: 88%

“…Sample size was estimated by using Open Epi online sample size calculator. Mean OSATS score was taken as 19.3 ± 5.1 after first session and as 24.4 ± 2.2 after second session 7 . With a power of test as taken 90% and 95% confidence level, the estimated sample size was 13 but for our study we included 15 in each group respectively.…”

Section: Introductionmentioning

confidence: 99%

Simulation Based Training Improves Laparoscopic Surgical Skills in Trainee Surgeons

Shaikh

Khaliq

2021

PAFMJ

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“…Self‐assessment of surgical skills provides an opportunity for personal reflection and development of future learning plans. To assess the influence of technical and cognitive factors in total supracervical posterior laparoscopic hysterectomy (TSPLH), we used the performance of Surgeon A and applied procedure‐specific rating scales such as Objective Structured Assessment of Technical Skills (OSATS) 14 or Global Operative Assessment of Laparoscopic Skills (GOALS) 15,16 . We identified four key steps in TSPLH: ligament mobilization, release of adnexa from the uterus, division of uterine vessels, and vaginal cuff suturing.…”

Section: Resultsmentioning

confidence: 99%

“…To assess the influence of technical and cognitive factors in total supracervical posterior laparoscopic hysterectomy (TSPLH), we used the performance of Surgeon A and applied procedure-specific rating scales such as Objective Structured Assessment of Technical Skills (OSATS) 14 or Global Operative Assessment of Laparoscopic Skills (GOALS). 15,16 We identified four key steps in TSPLH: ligament mobilization, release of adnexa from the uterus, division of uterine vessels, and vaginal cuff suturing. Technical elements that are evaluated include depth perception, visuospatial abilities, hand-eye coordination, tissue handling, and muscle energy sources.…”

Section: Systematization Of Feedbackmentioning

confidence: 99%

Technical, ergonomic and cognitive learning methodology in transumbilical single‐port laparoscopic hysterectomy

Yang

Sang

et al. 2023

Intl J Gynecology & Obste

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ObjectiveWe introduced learning curves on a detailed step protocol and ergonomic aspect to determine key surgical points in transumbilical single‐port laparoscopic hysterectomy (TSPLH) and to popularize both technical and cognitive methodology on laparoendoscopic single‐site surgery (LESS).Materials and MethodsA retrospective analysis of 87 TSPLH procedures was conducted by a single surgeon in three learning stages. Technical, ergonomic, and cognitive steps were introduced, and surgical outcomes were analyzed.ResultsKey production points in TSPLH include developing a clear retroperitoneal space, maintaining appropriate strength and direction with a vaginal manipulator, coagulating the uterine artery, and applying an improved vaginal stump suturing method. Technical factors included instrument domination, hand–eye coordination, and alternating hand functions. Ergonomic techniques focused on shoulder, elbow, arm, wrist, and finger movements, range of motion, muscle power, continuous forces, and flexibility. Improved cognitive factors such as confidence, decision‐making, and communication were also observed.ConclusionsThe study aimed to form methodological education on TSPLH and LESS and benefit more surgeons. The detailed production and key ergonomic points will help guide self‐learning and education.

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“…With 5mm instruments, there was no signi cant difference in the proportion of trainees mastering the ILK at the end of session #1 (86.0%) and the end of session #2 (76.7%), and there was no signi cant improvement in the median [IQR] OSATS score obtained between the end of session #1 (32 [30][31][32][33][34][35][36]) and the end of session #2 (32 [28-34], p = 0.19). The median [IQR] knot completion time improved signi cantly between the end of session #1 (184s [161-268]) and the end of session #2 (166s [128-218], p = 0.002; Table 1).…”

Section: MM Instrumentsmentioning

confidence: 99%

Contribution of Simulation in Paediatric Laparoscopic Surgery: Improving Suturing Skills Before Performing a Laparoscopic Procedure in Children

BIDAULT-JOURDAINNE,

BREAUD,

ALI

et al. 2024

Preprint

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Introduction: Mastering paediatric laparoscopic surgery competency (PLSC) is technically challenging. The present study aimed to determine whether the inter-academic PLSC degree (IAD_PLSC) practical training program enables trainees to improve their skills. Methods: This retrospective study included trainees enrolled in the IAD_PLSC program in 2021 and 2022 which included two separate 15 hour-sessions. Trainees practiced to perform intracorporeal laparoscopic knots (ILK) using 5- and 3-mm instruments on a pelvi-trainer simulator; Peg Transfer (PT) was used as a dexterity test; final marks added the adapted Objective Structured Assessment of Technical Skills (OSATS) score (out of 40) and time to complete ILK. ILK was considered a success in case the OSATS score > 27/40. Results: A total of 43 trainees completed the IAD_PLSC program. N = 37 (86.0%) mastered the ILK (OSATS score > 27/40) using 5-mm instruments at the end of session 1 and N = 33 (76.7%) at the end of session 2 (p = 0.41). There was no significant improvement in the median [interquartile range, IQR] OSATS score (32 [30–36] vs. 32 [28–34], p = 0.19), but the median [IQR] knot completion time improved significantly (184 s [161–268] vs. 166 s [128–218], p = 0.002). There was a significant correlation between the knot completion time and PT time both at the end of session 1 (ρ = 0.58, 95% confidence interval, CI [0.31;0.76], p < 0.0002) and session 2 (ρ = 0.78, 95%CI [0.62;0.87], p < 0.0001). When using 3-mm instruments, N = 34 (79.1%) of trainees mastered the ILK at the end of session 2. The median [IQR] OSATS score significantly improved between the end of both sessions (22 [21–24] vs. 31 [28–33], p < 0.0001), but there was no significant correlation between OSATS score or knot completion time and PT time, at the end of both sessions. Conclusion: A nation-wide training program in paediatric laparoscopic surgery provides valuable practical training of intracorporeal suturing for residents in pediatric surgery and urology.

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Skills improvement after observation or direct practice of a simulated laparoscopic intervention

Cited by 8 publications

References 27 publications

Simulation Based Training Improves Laparoscopic Surgical Skills in Trainee Surgeons

Simulation Based Training Improves Laparoscopic Surgical Skills in Trainee Surgeons

Technical, ergonomic and cognitive learning methodology in transumbilical single‐port laparoscopic hysterectomy

Contribution of Simulation in Paediatric Laparoscopic Surgery: Improving Suturing Skills Before Performing a Laparoscopic Procedure in Children

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