scholarly journals 267 Ascertain Impact of Using Low-Fidelity Simulation Scenarios in Preparation for Practical Surgical Finals

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
M Awan
Keyword(s):  
Surgical Simulation ◽  
Positive Impact ◽  
Real Life ◽  
Surgical Emergencies ◽  
Operative Complications ◽  
Medical Emergencies ◽  
Structured Approach ◽  
Acute Patients ◽  
Kinaesthetic Learning ◽  
Post Operative Complications

Abstract Introduction Simulation has become the new way of preparing doctors to deal with medical emergencies, we investigate it using in managing ward-based surgical emergencies. Method Final year medical students completed pre- and post-session questionnaires related to themes of preparedness, anxiousness, and confidence in management of acute surgical presentations versus post-operative complications. The intervention was divided into classroom based teaching and common surgical scenarios enacted using Sim-Man. Results Preparedness increased by a third following participation in surgical simulation scenarios among participants. Anxiousness related to surgical finals decreased by 9%. Confidence in managing acute patients increased by 25% compared to pre-session results. Moreover, 35% of participants felt more confident in managing post-operative complications after the session. On average, participants scored 8/10 for usefulness of the sessions in highlighting areas to concentrate focus upon during revision. Conclusions Simulation is slowly becoming a staple in undergraduate training and our results emphasise positive impact of using this as a revision tool. Kinaesthetic learning is more memorable during simulation which serves as a confidence boost in self-perception of managing both acute and post-operative surgical patients. Anxiety associated with exams and managing real-life emergencies can be dampened by rehearsing scenarios and following a structured approach as championed by medical simulation.

scholarly journals Early Complications of Suture Closure of Perforated Duodenal Ulcer: A Study of 100 Cases

1970 ◽  
Vol 18 (2) ◽  
pp. 122-126
Author(s):  
ABMA Hannan ◽  
B Islam ◽  
M Hussain ◽  
MM Haque ◽  
MI Kudrat-E-Khuda
Keyword(s):  
Duodenal Ulcer ◽  
Paralytic Ileus ◽  
Young Patients ◽  
Electrolyte Imbalance ◽  
Perforated Duodenal Ulcer ◽  
Burst Abdomen ◽  
Surgical Emergencies ◽  
Operative Complications ◽  
Suture Closure ◽  
Post Operative Complications

Perforated Duodenal Ulcer is one of the commonest surgical emergencies, most prevalent in middle aged male persons. Most perforations of doudenum are spontaneous but there is an increasing incidence of perforation following the use of NSAIDs. Repair of duodenal ulcer perforation is an urgent and contaminated operation. So, patients may develop post operative complications, like wound sepsis, pneumonia, paralytic ileus, septicemia, shock, electrolyte imbalance, repair failure, duodenal fistula, intra abdominal abscess, burst abdomen etc. Here 100 cases of Perforated Duodenal Ulcer was admitted in surgical wards of R.M.C.H from 01.01.2004-31.12.2005 and all of them underwent laparotomy suture closure of perforation and peritoneal toilet. Meticulous postoperative follow up was done for an average period of 7-10 days to see the complications. 21 post operative complications were found among 100 patients. Most complications occurred in elderly patients with delayed admission, I e, 48 hours after symptoms. The commonest complications were pulmonary (4%), pelvic collection (4%), wound infection (3%), septicemia (2%), burst abdomen (2%), paralytic ileus (2%). 2 out of the 100 cases died from post-operative septicemia. Better prognosis can be expected in young patients who come early with a stable haemodynamic state.   doi: 10.3329/taj.v18i2.3192 TAJ 2005; 18(2): 122-126

Pelvic Canal Narrowing Caused by Triple Pelvic Osteotomy in the Dog

1994 ◽  
Vol 07 (03) ◽  
pp. 110-113 ◽  
Author(s):  
D. L. Holmberg ◽  
M. B. Hurtig ◽  
H. R. Sukhiani
Keyword(s):  
Postoperative Complications ◽  
Pelvic Osteotomy ◽  
Cross Sectional Area ◽  
Sectional Area ◽  
Cross Sectional ◽  
Canal Width ◽  
Operative Complications ◽  
Post Operative Complications

SummaryDuring a triple pelvic osteotomy, rotation of the free acetabular segment causes the pubic remnant on the acetabulum to rotate into the pelvic canal. The resulting narrowing may cause complications by impingement on the organs within the pelvic canal. Triple pelvic osteotomies were performed on ten cadaver pelves with pubic remnants equal to 0, 25, and 50% of the hemi-pubic length and angles of acetabular rotation of 20, 30, and 40 degrees. All combinations of pubic remnant lengths and angles of acetabular rotation caused a significant reduction in pelvic canal-width and cross-sectional area, when compared to the inact pelvis. Zero, 25, and 50% pubic remnants result in 15, 35, and 50% reductions in pelvic canal width respectively. Overrotation of the acetabulum should be avoided and the pubic remnant on the acetabular segment should be minimized to reduce postoperative complications due to pelvic canal narrowing.When performing triple pelvic osteotomies, the length of the pubic remnant on the acetabular segment and the angle of acetabular rotation both significantly narrow the pelvic canal. To reduce post-operative complications, due to narrowing of the pelvic canal, overrotation of the acetabulum should be avoided and the length of the pubic remnant should be minimized.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

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