The learning curve for a colonoscopy simulator in the absence of any feedback: No feedback, no learning

Mahmood, Tariq; Darzi, Ara

doi:10.1007/s00464-003-9143-4

Cited by 173 publications

(114 citation statements)

References 8 publications

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“…The considerable decrease in the pain-related parameters could mean that they also gained understanding of the factors and actions that cause pain or discomfort for the patient during flexible endoscopy. This contrasts with the results of studies by Mahmood and Darzi [22], and Datta et al [24]. The greater number of exercises, the combination of different exercise types, or the influence of knowledge of results could contribute to this difference.…”

Section: Performance Of the Novicesmentioning

confidence: 59%

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Acquiring basic endoscopy skills by training on the GI Mentor II

et al. 2007

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Background: Achieving proficiency in flexible endoscopy requires a great amount of practice. Virtual reality (VR) simulators could provide an effective alternative for clinical training. This study aimed to gain insight into the proficiency curve for basic endoscope navigation skills with training on the GI Mentor II. Methods: For this study, 30 novice endoscopists performed four preset training sessions. In each session, they performed one EndoBubble task and managed multiple VR colonoscopy cases (two in first session and three in subsequent sessions). Virtual reality colonoscopy I-3 was repeatedly performed as the last VR colonoscopy in each session. The assignment for the VR colonoscopies was to visualize the cecum as quickly as possible without causing patient discomfort. Five expert endoscopists also performed the training sessions. Additionally, the performance of the novices was compared with the performance of 20 experienced and 40 expert endoscopists. Results: The novices progressed significantly, particularly in the time required to accomplish the tasks (p < 0.05, FriedmanÕs analysis of variance [ANOVA], p < 0.05, Wilcoxon signed ranks). The experts did not improve significantly, except in the percentage of time the patient was in excessive pain. For all the runs, the performance of the novices differed significantly from that of both the experienced and the expert endoscopists (p < 0.05, Mann-Whitney U). The performance of the novices in the latter runs differed less from those of both the experienced and the expert endoscopists. Conclusions: The study findings demonstrate that training in both VR colonoscopy and EndoBubble tasks on the GI Mentor II improves the basic endoscope navigation skills of novice endoscopists significantly.

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Section: Performance Of the Novicesmentioning

confidence: 59%

“…The validity of the different systems for lower gastrointestinal endoscopy skills has been studied previously [7,8,12,15,[17][18][19][20][21][22][23][24][25]. However, most of these studies did not focus on the basic tasks first, but included multiple (complex) tasks or used a relative small numbers of participants.…”

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confidence: 99%

Acquiring basic endoscopy skills by training on the GI Mentor II

et al. 2007

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“…We used distributed practice in our study as the data fairly consistently support its superiority for motor skill acquisition [30], however there is still debate on the ideal timing of the training sessions. Performance feedback is another essential concept for simulator skill acquisition [40, [84][85][86]. Relevant to our study is the debate on whether concurrent feedback, provided during task performance, or summative feedback, provided at the end of task performance, is best.…”

Section: Resultsmentioning

confidence: 99%

Sim One, Do One, Teach One: Considerations in Designing Training Curricula for Surgical Simulation

Kolozsvari

Feldman

Vassiliou

et al. 2011

Journal of Surgical Education

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“…Other studies confirm the importance of feedback in simulator training. Mahmood et al 12 showed that in the absence of feedback there was no improvement in performance on the colonoscopy simulator, whereas Boyle et al 13 demonstrated that the provision of standardized proxi mate feedback during laparoscopic colectomy simulator training was associated with significantly fewer errors and an improved learning curve.…”

Section: Discussionmentioning

confidence: 99%

Mentored Simulation Training Improves Procedural Skills in Cardiac Catheterization

Bagai

O’Brien

Lawati

et al. 2012

Circ: Cardiovascular Interventions

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Background-Despite valuable supplemental training resources for surgical skill acquisition, utility of virtual reality simulators to improve skills relevant to performing cardiac catheterization has not been evaluated. Methods and Results-Post baseline cardiac catheterization performance assessment, 27 cardiology trainees were randomized to either mentored training on a virtual reality simulator (n=12) or no simulator training (control; n=15). Cardiac catheterization performance was reassessed 1 week post baseline assessment. Performance scores at 1 week were compared with baseline within each group, and change in score from baseline to 1 week was compared between groups. Linear regression modeling was performed to assess the effect of simulator training as a function of baseline performance.

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The learning curve for a colonoscopy simulator in the absence of any feedback: No feedback, no learning

Cited by 173 publications

References 8 publications

Acquiring basic endoscopy skills by training on the GI Mentor II

Acquiring basic endoscopy skills by training on the GI Mentor II

Sim One, Do One, Teach One: Considerations in Designing Training Curricula for Surgical Simulation

Mentored Simulation Training Improves Procedural Skills in Cardiac Catheterization

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