scholarly journals Interactive live-stream surgery contributes to surgical education in the context of contact restrictions

2021 ◽  
Author(s):  
Sara M. van Bonn ◽  
Jan S. Grajek ◽  
Armin Schneider ◽  
Tobias Oberhoffner ◽  
Robert Mlynski ◽  
...  
Keyword(s):  
Personal Computer ◽  
Surgical Education ◽  
Teaching Method ◽  
Digital Transformation ◽  
Classroom Teaching ◽  
Live Streaming ◽  
High Definition ◽  
Electronic Learning ◽  
Surgical Microscope ◽  
Online Evaluation

Abstract Background Attendance teaching is the predominant teaching method at universities but needs to be questioned in the context of digital transformation. This study establishes and evaluates a method to accomplish electronic learning to supplement traditional attendance courses. Materials and methods Surgery was transmitted in real-time conditions via an online live stream from the surgical theater. Visualization was transferred from a fully digital surgical microscope, an endoscope or an environmental camera in high definition quality. Students were able to participate at home from their personal computer. After following the surgery, they participated in an online-evaluation. Results A total of 65 students participated in the live stream. The majority of students (61.54%) indicated a significant subjective increase in knowledge after participation. The majority of students (53.85%) indicated that live surgeries should be offered as a permanent component in addition to classroom teaching. Likewise, a broader offer was desired by many students (63.08%). Conclusions Live streaming of surgery is a promising approach as an alternative or supplement to traditional attendance teaching. An expansion of digital teaching can be explicitly supported on the basis of this study.

scholarly journals Exploratory teaching method of college courses based on the module thought

2018 ◽  
Vol 6 (6) ◽  
pp. 51-56
Author(s):  
Minghui Ma ◽  
Shidong Liang ◽  
Guilian Wang
Keyword(s):  
College Students ◽  
Communication Skills ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Learning Ability ◽  
Classroom Teaching ◽  
Practical Case ◽  
College Courses ◽  
Teaching Models ◽  
Information Level

Colleges and universities shoulder the important mission of training qualified contemporary college students. With the development of contemporary social and the rapid promotion of information level, teaching models and methods are faced with great challenges. Therefore, this paper analyzes the problems existing in the classroom teaching in Colleges and universities, combined with the students' thinking and learning ability. The module thought is introduced to the teaching process. A practical case is selected to illustrate the validity of the method. The results show that the teaching method proposed can enhance students' interest in learning professional knowledge and improve their communication skills.

The First Year of Global Cleft Surgery Education Through Digital Simulation

2018 ◽  
Vol 55 (4) ◽  
pp. 626-629 ◽  
Author(s):  
Natalie M. Plana ◽  
J. Rodrigo Diaz-Siso ◽  
Derek M. Culnan ◽  
Court B. Cutting ◽  
Roberto L. Flores
Keyword(s):  
Surgical Education ◽  
Access To Health Care ◽  
Digital Simulation ◽  
Choice Test ◽  
First Year ◽  
Surgical Simulator ◽  
High Definition ◽  
Surgical Trainees ◽  
Access Patterns ◽  
Surgery Education

Introduction: Parallel to worldwide disparities in patient access to health care, the operative opportunities of surgical trainees are increasingly restricted across the globe. Efforts have been directed toward enhancing surgical education outside the operating room and reducing the wide variability in global trainee operative experience. However, high costs and other logistical concerns may limit the reproducibility and sustainability of nonoperative surgical education resources. Methods: A partnership between the academic, nonprofit, and industry sectors resulted in the development of an online virtual surgical simulator for cleft repair. First year global access patterns were observed. Results: The simulator is freely accessible online and includes 5 normal and pathologic anatomy modules, 5 modules demonstrating surgical markings, and 7 step-by-step procedural modules. Procedural modules include high-definition intraoperative footage to supplement the virtual animation in addition to include multiple-choice test questions. In its first year, the simulator was accessed by 849 novel users from 78 countries; 70% of users accessed the simulator from a developing nation. Conclusion: The Internet shows promise as a platform for surgical education and may help address restrictions and reduce disparities in surgical training. The virtual surgical simulator presented may serve as the foundation for the development of a global curriculum in cleft repair.

scholarly journals Supplementary Educational Models in Canadian Neurosurgery Residency Programs

2016 ◽  
Vol 44 (2) ◽  
pp. 177-183 ◽  
Author(s):  
Won Hyung A. Ryu ◽  
Sonny Chan ◽  
Garnette R. Sutherland
Keyword(s):  
Surgical Education ◽  
Online Survey ◽  
Teaching Method ◽  
Program Directors ◽  
Educational Models ◽  
Residency Programs ◽  
Educational Methods ◽  
Current Implementation ◽  
Neurosurgical Society ◽  
Work Hour

AbstractBackground: The proposed implementation of work hour restrictions has presented a significant challenge of maintaining the quality of resident education and ensuring adequate hands-on experience that is essential for novice surgeons. To maintain the level of resident surgical competency, revision of the apprentice model of surgical education to include supplementary educational methods, such as laboratory and virtual reality (VR) simulations, have become frequent topics of discussion. We aimed to better understand the role of supplementary educational methods in Canadian neurosurgery residency training. Methods: An online survey was sent to program directors of all 14 Canadian neurosurgical residency programs and active resident members of the Canadian Neurosurgical Society (N=85). We asked 16 questions focusing on topics of surgeon perception, current implementation and barriers to supplementary educational models. Results: Of the 99 surveys sent, 8 out of 14 (57%) program directors and 37 out of 85 (44%) residents completed the survey. Of the 14 neurosurgery residency programs across Canada, 7 reported utilizing laboratory-based teaching within their educational plan, while only 3 programs reported using VR simulation as a supplementary teaching method. The biggest barriers to implementing supplementary educational methods were resident availability, lack of resources, and cost. Conclusions: Work-hour restrictions threaten to compromise the traditional apprentice model of surgical training. The potential value of supplementary educational methods for surgical education is evident, as reported by both program directors and residents across Canada. However, availability and utilization of laboratory and VR simulations are limited by numerous factors such as time constrains and lack of resources.

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