The Craniosynostosis Puzzle: New Simulation Model for Neurosurgical Training

Coelho, Giselle; Rabelo, Ní­collas Nunes; Adani, Liana Beni; Cecílio-Fernandes, Dario; Carvalho, Fabiano Ribeiro Souza; Pinto, Fernando; Zanon, Nelci; Teixeira, Manoel Jacobsen; Figueiredo, Eberval Gadelha

doi:10.1016/j.wneu.2020.02.098

Cited by 11 publications

(9 citation statements)

References 19 publications

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“…Its broad applicability includes the field of craniofacial surgery. [4][5][6][7] Although simulation-based training models can be useful, they lack realism as there is no bleeding or change in vital signs. There are no articles describing the learning curve for FOA craniosynostosis on actual patients.…”

Section: Discussionmentioning

confidence: 99%

The Learning Curve of a Craniofacial Surgeon: A Retrospective Study of 100 Consecutive Cases

Sakamoto

Miwa

2021

Journal of Craniofacial Surgery

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Mastering the techniques of craniofacial surgery is difficult owing to the small number of cases and the special skills required. To improve the outcomes of craniofacial surgery in Japan, the authors charted the progress of a craniofacial surgeon by reviewing the results for the 100 consecutive craniosynostosis cases, in which the authors performed fronto-orbital advancement (FOA). in this study, all FOA surgeries were performed by the first author beginning in 2012. The number of FOA surgeries previously performed by the surgeon at the time of the current surgery served as an indicator of his level of experience; the cases were grouped in 5 consecutive sets of 20. The preparation time before the operation, the operative time, and the amount of bleeding were retrospectively investigated. The operative and preparation times decreased as the surgeon's experience increased until a plateau was reached after 41 to 60 surgeries. Increases in operative time also corresponded to decreases in the amount of bleeding. Everyone has a learning curve, including surgeons performing craniofacial surgeries. Surgery is not performed by the surgeon alone. Reductions in preparation time, operative time, and the time needed to leave the operation room after the completion of the surgery were attributed to better collaborations with nurses and anesthesiologists. Hence, the growth of the team is very important to the success of the craniofacial surgeon and ensures safe and effective treatment of the patient.

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Section: Discussionmentioning

confidence: 99%

The Learning Curve of a Craniofacial Surgeon: A Retrospective Study of 100 Consecutive Cases

Sakamoto

Miwa

2021

Journal of Craniofacial Surgery

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“…Puzzle game-based learning has many applications in the education and learning of computer [41], chemistry [42], anatomy [43], pharmacy [44], physiology [20,45], pathology [21,36], neurosurgery [46] and mathematics [47]. The Institute of Decision-Making Sciences considers puzzle-based learning as an introduction to critical thinking and problem-solving [48].…”

Section: Introductionmentioning

confidence: 99%

“…Cardozo et al (2021) found that, according to students, the online digital version of the heart cycle puzzle is helpful for their learning [21]. Coelho et al (2020) knew that the craniosynostosis surgery puzzle might be a complementary tool for education because it allows the possibility of observing complex surgeries with a threedimensional, dynamic view and in a realistic environment without causing any risk to the patient gives to students [46,54,56]. Nouchi et al's study (2013) showed that the Tetris puzzle game improves executive functions, working memory, and processing speed in healthy young people compared to the brain training game [53].…”

Section: Introductionmentioning

confidence: 99%

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

et al. 2023

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Introduction Since learning with high educational quality requires an advanced intervention. This study seeks to answer how many puzzles game-based training can improve knowledge and cognitive function of surgical technology students in CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation. Materials and methods This study was carried out as a quasi-experimental single-group pre-test-post-test, during which, after designing a puzzle game including various stages of surgery (from the preparation of the patient for surgical sutures and the necessary equipment to perform each stage), 18 people from third-year surgical technology students who met the inclusion criteria were entered in the study by convenience sampling method and based on the sample size determined using a similar study and they participated in the test of knowledge and cognitive function, that the validity and reliability were measured, before the intervention and 14 days after the intervention (using a puzzle game). Data were analyzed using descriptive and Wilcoxon statistical tests. Results After the withdrawal of 2 people, 15 person (93.80 per cent) of the students were female, the average age of students was 21.87 ± 0.71 years, and 50% (8 people) of them were 22 years old. Also, the average score of the end-of-semester exam of the heart surgery technology course was 15.19 ± 2.30 (the lowest score was 11.25, and the highest score was 18.63), and the score of 43.80% (7 people) of them were in the range of 15.01–17.70, and their average of grade point average was 17.31 ± 1.10 (the lowest grade point average is 15 and the highest grade point average is 19.36) and grade point average 75% (11 people) of students were 16–18. The average scores of knowledge(5.75 ± 1.65 vs. 2.68 ± 0.79) and cognitive performance(6.31 ± 2.57 vs. 2.00 ± 1.09) of students in the post-intervention phase were significantly higher than the pre-intervention phase (P < 0.0001). Conclusion The results of the present study showed that the use of puzzle games in CABG surgery training led to a significant improvement in the knowledge and cognitive performance of surgical technology students regarding the stages of CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation.

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“…Puzzle game-based learning has many applications in the elds of computer education (30),chemistry (31),anatomy (32),pharmacology (33),physiology (20,34),pathology (21,25),neurosurgery (35)and mathematics(36).Decision Sciences Institute considers "puzzle-based learning as a precursor to critical thinking and problem solving" (30,37).According to Mishalevich,puzzles must follow at least one of the criteria of generality(providing the player with the ability to solve real problems in the future),simplicity(the puzzle and its solution are easily recorded in the player's memory),entertainment(encouraging the player's interest in solving the puzzle)and Eureka(each piece must be placed in its own place and after placement, the player must be given immediate feedback and reward)(38).The bene ts of puzzle game-based training can be pointed out the transformation of passive learners into active ones,promotion of interest,satisfaction and academic function,promotion of critical thinking skills and problem solving in other elds of real life instead of content coverage,encouragement to analogical and clinical reasoning, general stimulation to use application of learned knowledge and their combination,increasing concentration and stimulation of comprehensive memory to consolidate and better understand concepts,highlighting main concepts,acquiring cognitive skills,improving executive function(due to the need to formulate strategies, rearrange and plan),transform the training process from trainer-centered to learnercentered (16,19,21,25,26,30,(39)(40)(41)(42). Cardozo et al(2021)found that,according to students, the online digital version of the heart cycle puzzle is useful for their learning (20).…”

Section: Introductionmentioning

confidence: 99%

“…Cardozo et al(2021)found that,according to students, the online digital version of the heart cycle puzzle is useful for their learning (20). Kolho et al(2020)found that the craniosynostosis surgery puzzle may be a complementary tool for training, as it allows the student to observe complex surgeries with a threedimensional, dynamic view and in a realistic environment, without causing any risk to the patient (35). Nouchi et al (2013)showed that the Tetris puzzle game improves more executive functions,working memory and processing speed in healthy young people compared to the brain training game (43).…”

Section: Introductionmentioning

confidence: 99%

The effect of puzzle game-based training in coronary artery bypass graft surgery on the level of knowledge and cognitive function of operating room technology students: A quasi-experimental study

Khorammakan

Omid

Mirmohammadsadeghi

et al. 2022

Preprint

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Background:Since traditional training methods have not been able to provide effective training to operating room students and due to the advancement of training technology,high quality learning requires an advanced training program and a change in the training approach towards empowering students with a self-directed method,seems necessary. Objectives:determining the effect of puzzle game-based training in CABG surgery on the level of knowledge and cognitive function of operating room technology students. Methods and materials:This study was conducted as a quasi-experimental single-group pre-test-post-test,during which,after designing an online puzzle game including various stages of surgery(from the preparation of the patient to surgical sutures and the necessary equipment to perform each stage),18 persons from the third-year operating room technology students who met the inclusion criteria entered the study and participated in the knowledge and cognitive function test, whose validity and reliability were measured, before the intervention and 14 days after the intervention(using a puzzle game).Data were analyzed using descriptive and Wilcoxon statistical tests. Results:After 2 Participants were excluded,16 persons(93.80 percent)of the students present in the study were woman and their average scores of the end of semester theoretical course of cardiac surgery technology were 15.19±2.30.The average scores of knowledge and cognitive function of students in the post-intervention phase were significantly higher than the pre-intervention phase(P<0.0001). Conclusion:The use of puzzle game for teaching CABG surgery is effective in improving the knowledge and cognitive function of students and it can be used as a supplementary training tool to prepare students for operating room technology before entering the clinical environment,so that can have a more effective presence in the CABG surgery room.

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The Craniosynostosis Puzzle: New Simulation Model for Neurosurgical Training

Cited by 11 publications

References 19 publications

The Learning Curve of a Craniofacial Surgeon: A Retrospective Study of 100 Consecutive Cases

The Learning Curve of a Craniofacial Surgeon: A Retrospective Study of 100 Consecutive Cases

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

The effect of puzzle game-based training in coronary artery bypass graft surgery on the level of knowledge and cognitive function of operating room technology students: A quasi-experimental study

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