Use of computer simulation for determining endovascular skill levels in a carotid stenting model

Hsu, Jeffrey H.; Younan, Duraid; Pandalai, Sudha; Gillespie, Bryce T.; Jain, Raj A.; Schippert, David W.; Narins, Craig R.; Khanna, Amit; Surowiec, Scott M.; Davies, Mark G.; Shortell, Cynthia K.; Rhodes, Jeffrey M.; Waldman, David L.; Green, Richard M.; Illig, Karl A.

doi:10.1016/j.jvs.2004.08.026

Cited by 116 publications

(89 citation statements)

References 14 publications

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“…Utilizing VIST to simulate cerebral angiography 12,38 and CAS (including in 1 randomized controlled study) 9,18 resulted in improvements in anatomical and procedural knowledge, 12 faculty assessment of technical skills, 12 time taken to complete the procedure, 9,12,18,38 duration of fluoroscopy exposure, 9,12,38 contrast volume administered, 38 and catheter handling errors. 38 The ANGIO Mentor was used to simulate CAS 52 and diagnostic cerebral angiography 47 with evidence of significantly improved performance following training.…”

Section: Data Synthesismentioning

confidence: 99%

The use of simulation in neurosurgical education and training

Kirkman

Ahmed²,

Albert³

et al. 2014

JNS

146

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Object There is increasing evidence that simulation provides high-quality, time-effective training in an era of resident duty-hour restrictions. Simulation may also permit trainees to acquire key skills in a safe environment, important in a specialty such as neurosurgery, where technical error can result in devastating consequences. The authors systematically reviewed the application of simulation within neurosurgical training and explored the state of the art in simulation within this specialty. To their knowledge this is the first systematic review published on this topic to date. Methods The authors searched the Ovid MEDLINE, Embase, and PsycINFO databases and identified 4101 articles; 195 abstracts were screened by 2 authors for inclusion. The authors reviewed data on study population, study design and setting, outcome measures, key findings, and limitations. Results Twenty-eight articles formed the basis of this systematic review. Several different simulators are at the neurosurgeon's disposal, including those for ventriculostomy, neuroendoscopic procedures, and spinal surgery, with evidence for improved performance in a range of procedures. Feedback from participants has generally been favorable. However, study quality was found to be poor overall, with many studies hampered by nonrandomized design, presenting normal rather than abnormal anatomy, lack of control groups and long-term follow-up, poor study reporting, lack of evidence of improved simulator performance translating into clinical benefit, and poor reliability and validity evidence. The mean Medical Education Research Study Quality Instrument score of included studies was 9.21 ± 1.95 (± SD) out of a possible score of 18. Conclusions The authors demonstrate qualitative and quantitative benefits of a range of neurosurgical simulators but find significant shortfalls in methodology and design. Future studies should seek to improve study design and reporting, and provide long-term follow-up data on simulated and ideally patient outcomes.

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Section: Data Synthesismentioning

confidence: 99%

The use of simulation in neurosurgical education and training

Kirkman

Ahmed²,

Albert³

et al. 2014

JNS

146

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“…This article stresses the importance of residents and faculty in mentoring medical students, as these interactions may have the strongest influence on future career choice. This study 11 evaluated baseline endovascular skills for novice and experienced participants using the Vascular Intervention Simulation Trainer (VIST). At baseline, 92% of the experienced group successfully completed the pretest as compared to 63% of novice participants.…”

Section: Resultsmentioning

confidence: 99%

Review of Influential Articles in Surgical Education: 2002–2012

Wohlauer¹,

George²,

Lawrence³

et al. 2013

Journal of Graduate Medical Education

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Background Exploring the trends in surgical education research offers insight into concerns, developments, and questions researchers are exploring that are relevant to teaching and learning in surgical specialties. Objective We conducted a review of the surgical education literature published between 2002 and 2012. The purpose was 2-fold: to provide an overview of the most frequently cited articles in the field of surgical education during the last decade and to describe the study designs and themes featured in these articles. Methods Articles were identified through Web of Science by using “surgical education” and “English language” as search terms. Using a feature in Web of Science, we tracked the number of citations of any publication. Of the 800 articles produced by the initial search, we initially selected 23 articles with 45 or more citations, and ultimately chose the 20 articles that were most frequently cited for our analysis. Results Analysis of the most frequently cited articles published in US journals between the years 2002–2012 identified 7 research themes and presented them in order of frequency with which they appear: use of simulation, issues in student/resident assessment, specialty choice, patient safety, team training, clinical competence assessment, and teaching the clinical sciences, with surgical simulation being the central theme. Researchers primarily used descriptive methods. Conclusions Popular themes in surgical education research illuminate the information needs of surgical educators as well as topics of high interest to the surgical community.

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“…Using a catheter-based endovascular simulator model (VIST-VR) Hsu et al [25] measured time to perform a carotid stent procedure, along with a series of other objective measures, although time was the only significant discriminator. Although time might be a surrogate measure of technical ability, it cannot alone be a discriminator of quality.…”

Section: Construct Validitymentioning

confidence: 99%

“…Some claims of construct validity for simulatorgenerated assessments have used metrics based, for example, on idiosyncratic opinion (e.g. ''catheter dragging'' in the aortic arch) or high-level events (procedure/ fluoroscopy time, contrast volume, end product) [25][26][27], although other workers dispute the relevance of such metrics [30,31]. Observer-based assessments could overcome technical shortcomings in using computational metrics within simulations, although adopting even validated surgical assessment tools might lose relevance when applied to simulated IR tasks.…”

Section: Construct Validitymentioning

confidence: 99%

Using simulation for interventional radiology training

Gould

2010

BJR

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ABSTRACT. Debate on the existence of innate skills has all but evaporated in the light of evidence that it is only the hours spent in deliberate practice that correlate with even the most elite levels of expertise. A range of simple to advanced technologies stands to address some of the many challenges to effective training of 21st century, procedural medicine. Simulation could train and assess behaviours remotely from patients, in complete safety, reducing the risks of inexperienced trainees learning critical tasks in patients while contributing to certification and revalidation. Understanding the strengths and limitations of these devices, determining and improving their effectiveness and identifying their roles, as well as those of individuals and teams, represents a cornerstone of successful adoption into the interventional radiology curriculum. This requires a simulation strategy that includes standards for simulator documentation.

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Use of computer simulation for determining endovascular skill levels in a carotid stenting model

Cited by 116 publications

References 14 publications

The use of simulation in neurosurgical education and training

The use of simulation in neurosurgical education and training

Review of Influential Articles in Surgical Education: 2002–2012

Using simulation for interventional radiology training

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