1005 Acquisition of Surgical Skills in Medical Students Via Telementoring: A Randomised Control Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Feeley ◽  
I Feeley ◽  
D Hehir

Abstract Aim To evaluate the use of telementoring in acquisition of basic suturing skills in medical students. Method This was a single blinded two- armed randomised control trial. Medical students undergoing clinical rotations in their penultimate and final years were invited to participate in this study. Informed consent was obtained. The control group underwent conventional suturing training, with the interventional group undergoing the tutorial in a remote learning setting via live streaming. Pre- and post-test assessment was carried out using validated Global Rating Scale tool. Results Eleven students were enrolled in this study. Participants were comparable at baseline (p=.18) and following the tutorial (p=.29). Participants improved to a statistically significant degree in both the virtual group (p=.02) and the in-person group (p=.001). Conclusions Telementoring is an effective tool in the provision of teaching basic suturing skills in medical students. Research on its use in more complex practical skills is warranted.

2019 ◽  
Vol 43 (4) ◽  
pp. 459-466
Author(s):  
Stian Kreken Almeland ◽  
Andrew Lindford ◽  
Henriette Pisani Sundhagen ◽  
Karl Ove Hufthammer ◽  
Eivind Strandenes ◽  
...  

Abstract Background It has been demonstrated that medical students are capable of learning microsurgical techniques. We hypothesize that microsurgical training might give insight into the importance of delicate tissue handling and correct knot tying that could have a positive influence on macrosurgical skills. The primary aim of this study was to evaluate the effect of microsurgical training on macrosurgical suturing skills in novice medical students. Subjects and methods In 2018, 46 novice medical students were enrolled and randomized into two groups. The intervention group received both macro- and microsurgical training and the control group received only microsurgical training. Both groups underwent an assessment test that consisted of macrosurgical tasks of three simple interrupted sutures with a square knot and continuous three-stitch long over-and-over sutures. These tests were individually filmed and assessed using the University of Bergen suturing skills assessment tool (UBAT) and the Objective Structured Assessment of Technical Skill global rating scale (OSATS). Questionnaires regarding future career ambitions and attitudes towards plastic surgery were also completed both prior to and following the tests. Results The intervention group needed a longer time to complete the tasks than the control group (12.2 min vs. 9.6 min, p > 0.001), and scored lower on both the UBAT (5.6 vs. 9.0, p > 0.001) and the OSATS (11.1 vs. 13.1, p > 0.001) assessments. The microsurgery course tended to positively influence the students’ attitudes towards a career in plastic surgery (p = 0.002). This study demonstrates poorer macrosurgical skills in the medical students group exposed to microsurgical training. The true effect of microsurgical training warrants further investigation. Level of evidence: Level I, diagnostic study.


2020 ◽  
Vol 33 (11) ◽  
pp. 742
Author(s):  
Joana Fernandes Ribeiro ◽  
Manuel Rosete ◽  
Andreia Teixeira ◽  
Hugo Conceição ◽  
Lèlita Santos

Introduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students.


2012 ◽  
Vol 27 (3) ◽  
pp. 271-278 ◽  
Author(s):  
Rafael Denadai ◽  
Rogério Saad-Hossne ◽  
Marie Oshiiwa ◽  
Érika Malheiros Bastos

PURPOSE: To assess the acquisition of suture skills by training on ethylene-vinyl acetate bench model in novice medical students. METHODS: Sixteen medical students without previous surgery experience (novices) were randomly divided into two groups. During one hour group A trained sutures on ethylene-vinyl acetate (EVA) bench model with feedback of instructors, while group B (control) received a faculty-directed training based on books and instructional videos. All students underwent a both pre-and post-tests to perform two-and three-dimensional sutures on ox tongue. All recorded performances were evaluated by two blinded evaluators, using the Global Rating Scale. RESULTS: Although both groups have had a better performance (p<0.05) in the post-test when compared with the pre-test, the analysis of post-test showed that group A (EVA) had a better performance (p<0.05) when compared with group B (control). CONCLUSION: The ethylene vinyl acetate bench model allowed the novice students to acquire suture skills faster when compared to the traditional model of teaching.


2021 ◽  
pp. rapm-2020-102394
Author(s):  
Monica Liu ◽  
Margaret Salmon ◽  
Rene Zaidi ◽  
Arun Nagdev ◽  
Finot Debebe ◽  
...  

BackgroundAcute pain management in resource-poor countries remains a challenge. Ultrasound-guided regional anesthesia is a cost-effective way of delivering analgesia in these settings. However, for financial and logistical reasons, educational workshops are inaccessible to many physicians in these environments. Telesimulation provides a way of teaching across distance by using simulators and video-conferencing software to connect instructors and students worldwide. We conducted a prospective study to determine the feasibility of ultrasound-guided regional anesthesia teaching via telesimulation in Ethiopia.MethodsEighteen Ethiopian orthopedic and emergency medicine house staff participated in telesimulation teaching of ultrasound-guided femoral nerve block. This consisted of four 90-min sessions, once per week. Week 1 consisted of a precourse test and a presentation on aspects of performing a femoral nerve block, weeks 2 and 3 were live teaching sessions on scanning and needling techniques, and in week 4, the house staff undertook a postcourse test. All participants were assessed using a validated Global Rating Scale and Checklist.ResultsParticipants were provided with a validated checklist and global rating scale as a pretest and post-test. The participants showed significant improvement in their test scores, from a total mean of 51% in the pretest to 84% in their post-test.ConclusionsTeaching ultrasound-guided regional anesthesia of the femoral nerve remotely via telesimulation is feasible. Telesimulation can greatly improve the accessibility of ultrasound-guided regional anesthesia teaching to physicians in remote areas.


2021 ◽  
Author(s):  
Jeremie Traoré ◽  
Frédéric Balen ◽  
Thomas Geeraerts ◽  
Sandrine Charpentier ◽  
Xavier Dubucs ◽  
...  

Abstract Background: During simulation training, the confederate is a member of the pedagogical team. Its role is to facilitate the interaction between participants and the environment, and is thought to increase realism and immersion. Its influence on participants' performance in full-scale simulation remains however unknown. The purpose of this study was to explore the effect of the presence of a confederate on the participants’ performance during full-scale simulation of crisis medical situations. Methods: This was a prospective, randomized study comparing 2 parallel groups. Participants were emergency medicine residents engaging in a simulation session, with or without confederates. Participants were then evaluated on their Crisis Resource Management performance (CRM). The overall performance score on the Ottawa Global Rating Scale was assessed as primary outcome and the 5 non-technical CRM skills as secondary outcomes.Results: A total of 63 simulation sessions, including 63 residents, were included for statistical analysis (n= 32 for Control group and 31 for Confederate group). The mean Overall Performance score was 3.9± 0.8 in the Control group and 4.0± 1.1 in the Confederate group, 95% confidence interval of the difference [-0.6; 0.4], p=0.60. No significant differences between the two groups were observed on each CRM items (leadership, situational awareness, communication, problem solving, resource utilization)Conclusion: In this randomized and controlled study, the presence of confederates during full-scale simulated practice of crisis medical situations does not seem to improve the CRM skills performance of Emergency medicine residents. Trial registration: this study does not need to be registered on Clintrial as it doesn’t report a health care intervention on human participants.


2013 ◽  
Vol 3 (1) ◽  
pp. 22 ◽  
Author(s):  
Robert Sabbagh ◽  
Suman Chatterjee ◽  
Arun Chawla ◽  
Anil Kapoor ◽  
Edward D. Matsumoto

Background: Performing a laparoscopic urethrovesical anastomosis(LUA) after a radical prostatectomy is technically challengingfor the novice laparoscopic surgeon. We developed a low-fidelityurethrovesical model (UVM) to allow a urologist to practise thiscritical step. The aim of our study was to compare the effect oftask-specific bench model training (anastomotic suturing on theUVM) with that of basic laparoscopic suturing on intracorporealurethrovesical anastomosis performance.Methods: We recruited 28 senior surgical residents, fellows or staffsurgeons for this prospective, single-blinded, randomized controlledstudy. We randomly assigned participants to an interventiongroup practising LUA on the UVM or to a control group practisingbasic laparoscopic suturing and knot-tying on a foam pad.After practising, we videotaped participants performing 5 intracorporealinterrupted sutures on a foam pad and a LUA on theUVM. A blinded expert scored the videotaped performance usinga laparoscopic suturing checklist (CL) and a global rating scale(GRS), and timed the performance.Results: On the foam pad suturing task, the group that trainedon the UVM had significantly higher CL scores (10.9 v. 8.1,p = 0.017). On the LUA task, the group that trained on the UVMhad significantly higher CL scores (10.9 v. 8.1, p = 0.017), GRS(29.6 v. 22.8, p = 0.005) and shorter times (27.6 v. 38.3 min,p = 0.004) than the control group.Conclusion: Our task-specific bench model was shown to be superiorto basic laparoscopic suturing drills on a foam pad.Généralités : L’anastomose urétrovésicale par voie laparoscopique(AUL) suivant une prostatectomie radicale pose certaines difficultéstechniques au chirurgien peu expérimenté avec la laparoscopie.Nous avons créé un modèle urétrovésical basse-fidélité(MUB) permettant aux urologues de pratiquer cette étape crucialede l’intervention. Le but de l’étude était de comparer l’impactd’exercices avec un modèle spécifique à la tâche (sutures anasto-motiques sur le modèle urétrovésical) et d’exercices de sutureslaparoscopiques sur l’aptitude à effectuer des anastomoses urétrovésicalesintracorporelles.Méthodologie : Vingt-huit résidents séniors en chirurgie, chercheursboursierset chirurgiens ont été recrutés pour cette étude prospectiveet contrôlée, menée à simple insu avec répartition aléatoire.Les participants ont été répartis au hasard en 2 groupes, soit ungroupe qui a pratiqué l’anastomose urétrovésicale sur le MUB etun groupe témoin qui a pratiqué les sutures laparoscopiques etla formation de noeuds sur un coussinet de mousse. Après la pratique,les participants ont été filmés pendant qu’ils effectuaient5 suturations intracorporelles interrompues sur un coussinet demousse et une anastomose urétrovésicale par laparoscopie à l’aidedu modèle urétrovésical. Un expert ne connaissant pas le typed’exercices utilisé a ensuite évalué les chirurgiens à l’aide d’uneliste de vérification des éléments clés d’une suturation laparoscopique(LV), d’un score global et du temps requis pour les suturations.Résultats : Lors de la tâche de suturation avec coussinet de mousse,le groupe qui avait pratiqué à l’aide du modèle urétrovésical aobtenu des scores LV significativement plus élevés (10,9 contre8,1; p = 0,017). Quant à la tâche d’anastomose urétrovésicalepar laparoscopie, le groupe qui avait pratiqué sur le modèle urétrovésicala également obtenu des scores LV significativement plusélevés (10,9 contre 8,1; p = 0.017), mais aussi un score globalplus élevé (29,6 contre 22,8, p = 0,005), et il a effectué la tâcheen moins de temps (27,6 minutes contre 38,3 minutes, p = 0,004)par rapport au groupe témoin.Conclusion : Nous avons élaboré un modèle spécifique à la tâchequi s’est révélé supérieur aux exercices de suturation laparoscopiquesur coussinet de mousse.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Giovanni Piumatti ◽  
Bernard Cerutti ◽  
Noëlle Junod Perron

Abstract Background Physicians’ communication skills (CS) are known to significantly affect the quality of health care. Communication skills training programs are part of most undergraduate medical curricula and are usually assessed in Objective Structured Clinical Examinations (OSCE) throughout the curriculum. The adoption of reliable measurement instruments is thus essential to evaluate such skills. Methods Using Exploratory Factor Analysis (EFA), Multi-Group Confirmatory Factor Analysis (MGCFA) and Item Response Theory analysis (IRT) the current retrospective study tested the factorial validity and reliability of a four-item global rating scale developed by Hodges and McIlroy to measure CS among 296 third- and fourth-year medical students at the Faculty of Medicine in Geneva, Switzerland, during OSCEs. Results EFA results at each station showed good reliability scores. However, measurement invariance assessments through MGCFA across different stations (i.e., same students undergoing six or three stations) and across different groups of stations (i.e., different students undergoing groups of six or three stations) were not satisfactory, failing to meet the minimum requirements to establish measurement invariance and thus possibly affecting reliable comparisons between students’ communication scores across stations. IRT revealed that the four communication items provided overlapping information focusing especially on high levels of the communication spectrum. Conclusions Using this four-item set in its current form it may be difficult to adequately differentiate between students who are poor in CS from those who perform better. Future directions in best-practices to assess CS among medical students in the context of OSCE may thus focus on (1) training examiners so to obtain scores that are more coherent across stations; and (2) evaluating items in terms of their ability to cover a wider spectrum of medical students’ CS. In this respect, IRT can prove to be very useful for the continuous evaluation of CS measurement instruments in performance-based assessments.


2019 ◽  
Author(s):  
Jacek Chmielewski ◽  
Włodzimierz Łuczyński ◽  
Jakub Dobroch ◽  
Grzegorz Cebula ◽  
Tomasz Bielecki ◽  
...  

Abstract Background High fidelity medical simulations allow for teaching medical skills in safe and realistic conditions. Pediatric teams of emergency departments work under extreme stress, which affects high-level cognitive functions, specifically attention and memory, and increases the already high stakes for young doctors. Lapses in attention increase the risk of serious consequences such as medical errors, failure to recognize life-threatening signs and symptoms, and other essential patient safety issues. Mindfulness as a process of intentionally paying attention to each moment with curiosity, openness and acceptance of each experience without judgment can potentially contribute to improving the performance of medical teams in conditions of pediatric emergency. The aim of the study was to determine whether the actions of medical students in the course of pediatric high fidelity simulations are related to their mindfulness. Participants and methods A total of 166 standardized simulations were conducted among students of medicine in three simulation centers of medical universities, assessing: stress sensation, technical skills (checklists), non-technical skills (Ottawa Crisis Resource Management Global Rating Scale) and mindfulness using Five Facet Mindfulness Questionnaire. Results The perception of stress among students was lower and more motivating if they were more mindful. Mindfulness of students correlated positively with avoiding fixation error, but negatively with listening to and managing the team. The lowest scores among non-technical skills were noted in the area of ​​situational awareness (fixation error). In subsequent simulations of the same team, students' non-technical skills improved, although no change was noted in their technical skills. Conclusions The results of our research indicate the relationship between the mindfulness of medical students and their non-technical skills and the perception of stress in pediatric emergency simulations. Further research is needed to show whether mindfulness training leads to any changes in this field. Trial registration ClinicalTrials.gov, NCT03761355).


2019 ◽  
Vol 104 (6) ◽  
pp. e30.2-e31
Author(s):  
I Farahani ◽  
A Laven ◽  
S Farahani ◽  
MA Deters ◽  
M Feickert ◽  
...  

BackgroundIn Germany 37.1% of dispensed medicinal products were intended to use in self-medication in 2017.1 An investigation showed that 25.2% of children and adolescents used self-medication in Germany.2 Hence, pharmacists’ education needs to include training for competence in consultation.3A modern method to train this competence is the use of OSCEs (Objective Structured Clinical Examinations). The aim of this study was to assess whether the use of OSCEs in pharmacy students to train the consultation performance on self-medication is more effective than a conservative teaching method.MethodsThis randomised controlled investigation was conducted in a pre-post-design with pre-OSCEs before training and post-OSCEs after training in each group. Clinical skills at baseline and after the training were measured. Forty students in their last year of pharmacy studies were randomised into a control and an intervention group. The control group attended a lecture on self-medication and the intervention group had additionally to the lecture one hour of OSCEs for training purpose. An analytical checklist was used for measuring consultation skills and a global rating scale for assessing communication skills.ResultsComplete data was received from 30 students (n=16 intervention group, n=14 control group). Consultation skills improved significantly (analytical checklist: 19.88% ± 10.95% intervention group vs. 9.29% ± 10.89% control group, p< 0.05). However, the communication skills (global rating scale: 20.83% ± 24.33% in the intervention group vs. 11.90% ± 17.12% in the control group, p= 0.380) did not improve significantly during the one-hour training period.ConclusionOSCEs for training purpose are an effective method to convey pharmacy students consultation skills in self-medication. However, communication skills need more training. Based on these results OSCEs on self-medication for the paediatric population should be investigated. This is relevant due to the frequency of self-medication in the paediatric population.ReferencesAbda.de. [Internet]. Berlin: Federal union of German associations of pharmacists. Numbers, data, facts 2016. [Cited January 30, 2019]. Available from: https://www.abda.de/fileadmin/assets/ZDF/ZDF_2018/ABDA_ZDF_2018_Brosch.pdf Du Y, Knopf H. Self-medication among children and adolescents in Germany: results of the National Health Survey for children and adolescents (KiGGS). Br J Clin Pharmacol 2009;68:599–608.Joint Statement by the International Pharmaceutical Federation (FIP) and the World Self Medication Industry (WSMI). [Internet]. Responsible Self-medication. 1998. [Cited January 30, 2019]. Available from: https://www.fip.org/www/uploads/database_file.php?id=241&table_id=.Disclosure(s)Imaneh Farahani, Anna Laven, Samieh Farahani, Maira A. Deters, Martin Feickert, Fabian K. Suessenbach, Holger Schwender and Stephanie Laeer declare that they have no conflict of interest.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Julian C. Manzone ◽  
Maria Mylopoulos ◽  
Charlotte Ringsted ◽  
Ryan Brydges

Abstract Background Professional education cannot keep pace with the rapid advancements of knowledge in today’s society. But it can develop professionals who can. ‘Preparation for future learning’ (PFL) has been conceptualized as a form of transfer whereby learners use their previous knowledge to learn about and adaptively solve new problems. Improved PFL outcomes have been linked to instructional approaches targeting learning mechanisms similar to those associated with successful self-regulated learning (SRL). We expected training that includes evidence-based SRL-supports would be non-inferior to training with direct supervision using the outcomes of a ‘near transfer’ test, and a PFL assessment of simulated endotracheal intubation skills. Method This study took place at the University of Toronto from October 2014 to August 2015. We randomized medical students and residents (n = 54) into three groups: Unsupervised, Supported; Supervised, Supported; and Unsupervised, Unsupported. Two raters scored participants’ test performances using a Global Rating Scale with strong validity evidence. We analyzed participants’ near transfer and PFL outcomes using two separate mixed effects ANCOVAs. Results For the Unsupervised, Supported group versus the Supervised, Supported group, we found that the difference in mean scores was 0.20, with a 95% Confidence Interval (CI) of − 0.17 to 0.57, on the near transfer test, and was 0.09, with a 95% CI of − 0.28 to 0.46, on the PFL assessment. Neither mean score nor their 95% CIs exceeded the non-inferiority margin of 0.60 units. Compared to the two Supported groups, the Unsupervised, Unsupported group was non-inferior on the near transfer test (differences in mean scores were 0.02 and − 0.22). On the PFL assessment, however, the differences in mean scores were 0.38 and 0.29, and both 95% CIs crossed the non-inferiority margin. Conclusions Training with SRL-supports was non-inferior to training with a supervisor. Both interventions appeared to impact PFL assessment outcomes positively, yet inconclusively when compared to the Unsupervised and Unsupported group, By contrast, the Unsupervised, Supported group did not score well on the near transfer test. Based on the observed sensitivity of the PFL assessment, we recommend researchers continue to study how such assessments may measure learners’ SRL outcomes  during structured learning experiences.


Sign in / Sign up

Export Citation Format

Share Document