scholarly journals Development of an Interactive Remote Basic Surgical Skills Mini-Curriculum for Medical Students During the COVID-19 Pandemic

2021 ◽  
pp. 155335062110035
Author(s):  
Brian R Quaranto ◽  
Michael Lamb ◽  
John Traversone ◽  
Jinwei Hu ◽  
James Lukan ◽  
...  
Keyword(s):  
Medical Students ◽  
Confidence Score ◽  
Surgical Skills ◽  
Surgical Instruments ◽  
First Person ◽  
Knot Tying ◽  
Surgical Equipment ◽  
Person Perspective ◽  
Early Results ◽  
Suturing Techniques

Introduction. Teaching surgical skills has historically been a hands-on activity, with instructors and learners in close physical proximity. This paradigm was disrupted by the COVID-19 pandemic, requiring innovative solutions to surmount the challenges of teaching surgical skills remotely. In this work, we describe our institution’s path and early results of developing an interactive remote surgical skills course for medical students in the surgical clerkship. Methods. 31 third-year medical students were distributed a set of surgical equipment and 3D printed phone dock. Each participant completed a baseline questionnaire and underwent 3 structured interactive remote sessions on surgical instruments, knot tying, and suturing techniques. Students were instructed on sharing their first-person viewpoint and received real-time feedback on their knot tying and suturing techniques from the course instructor. Pre- and post-session surveys were conducted and analyzed. Results. All students were able to complete the remote surgical skills course successfully, as defined by visually demonstrating successful two-handed knot and simple suture techniques. Students’ aggregate confidence score in their knot tying ability (pretest mean 7.9, SD 0.7 vs posttest mean 9.7, SD 0.9, t-statistic −2.3, P = .03) and suturing ability (pretest mean 8.0, SD 1.3 vs posttest mean 13.8, SD 0.9 t-statistic −5.5, P < .001) significantly improved after the intervention. Qualitative feedback from the students underscored the utility of the first-person perspective for teaching surgical technique. Conclusion. This study demonstrates that remote teaching of knot tying and simple suturing to medical students can be effectively implemented using a remote learning curriculum that was well received by the learners.

Self-directed training with e-learning using the first-person perspective for laparoscopic suturing and knot tying: a randomised controlled trial

2019 ◽  
Vol 34 (2) ◽  
pp. 869-879 ◽  
Author(s):  
Mona W. Schmidt ◽  
Karl-Friedrich Kowalewski ◽  
Sarah M. Trent ◽  
Laura Benner ◽  
Beat P. Müller-Stich ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
First Person ◽  
Knot Tying ◽  
Laparoscopic Suturing ◽  
Person Perspective ◽  
E Learning ◽  
First Person Perspective ◽  
Randomised Controlled

scholarly journals Perceptions of medical students towards and effectiveness of online surgical curriculum: a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shye-Jao Wu ◽  
Ya-Fen Fan ◽  
Shen Sun ◽  
Chen-Yen Chien ◽  
Yih-Jer Wu
Keyword(s):  
Medical Students ◽  
Online Education ◽  
Surgical Education ◽  
Online Teaching ◽  
Role Playing ◽  
Surgical Skills ◽  
Online Course ◽  
Knot Tying ◽  
Online Curriculum ◽  
Teaching Group

Abstract Background Online education has been used as an adjunct modality for teaching and it attracts attention in recent years as many medical students can not accomplish their clerkship in the hospital due to COVID-19 pandemic. This study aims to collect the articles related to online surgical education for medical students, and to analyze the effectiveness of online education and the perceptions of the medical students. Method We performed a systemic literature search in PubMed, MEDLINE, EMBASE, ERIC and Cochrane library. Keywords used for searching included “medical student”, “online education”, “online teaching”, “online learning”, “distance learning”, “electronic learning”, “virtual learning” and “surgical”. Medical education research study quality instrument (MERSQI) was used for the evaluation of the quality of the searched articles. Results From 1240 studies retrieved from the databases, 13 articles were included in this study after screening. The publication year was from 2007 to 2021. The mean MERSQI score of the 13 searched articles was 12.5 +/− 1.7 (range 10.0-14.5). There were totally 2023 medical students who attended online surgical curriculum. By online course, improvement of understanding and knowledge on the studied topics could be reached. The confidence in patient encounters could be improved by online curriculum with sharing experiences, discussing, and role playing. However, students felt concentration was poor during online course. Medical students studying through video platform could get better test scores than those studying with textbooks. Regarding basic surgical skills, online teaching of suturing and knot-tying could be possible and was appreciated by the students who could practice away from the hospital and get feedbacks by instructors through online environment. The scores for the clinical competence assessment for incision, suturing and knot-tying were found to be no significant difference between the online teaching group and face-to-face teaching group. Conclusion Online surgical curriculum for medical students is not easy but inevitable in the era of COVID-19 pandemic. Although online course is not the same as physical course, there are some efforts which could be tried to increase the effectiveness. Basic surgical skills could also be taught effectively through online platform. Even if the COVID-19 pandemic is over in the future, online curriculum could still be a helpful adjunct for surgical education.

scholarly journals 21 Suture School: A Socially Distanced Surgical Education

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Galloway ◽  
H Amar ◽  
V Panchalingham
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Surgical Skills ◽  
Small Group Teaching ◽  
Knot Tying ◽  
Innovative Teaching ◽  
Informal Assessment ◽  
Surgical Career ◽  
The Impact

Abstract Introduction Limited theatre exposure, cancelled practical teaching and placements abandoned due to COVID-19, has potential to damage the learning opportunities and experiences of medical students within surgery. We aimed to create and deliver an emergency small group teaching programme throughout the pandemic, targeted at increasing medical student confidence in basic surgical skills and inspiring interest in surgery. Method Multiple small-group teaching sessions were delivered to a cohort of 14 medical students recruited for work during the pandemic, whilst adhering to social distancing and sanitary measures. On completion of the programme and informal assessment of 11 surgical competencies, participants completed a follow up questionnaire to assess their improvement. Results 70% reported improvement in 10 competencies and 30% across all 11 competencies. The greatest improvements were in abscess drainage and knot tying. 30% relayed increased interest in pursuing a surgical career. 80% were ‘more likely’ to attend theatres in future. Conclusions The teaching series facilitated increase in self-perceived confidence of students in basic surgical skills, whilst inspiring surgical interests. During challenging times, we must support learners to undertake activity that drives improvement in training for the wider benefit of health services. Innovative teaching programmes may reduce the impact of similar adversity in the future.

scholarly journals 828 STITCH And B**** - A Novel Programme Combining Pastoral Support and Surgical Skills

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S Lochab ◽  
P Stanier ◽  
J Rooker
Keyword(s):  
Surgical Skills ◽  
Junior Doctors ◽  
Knot Tying ◽  
Orthopaedic Department ◽  
Safe Environment ◽  
Final Session ◽  
Participant Experience ◽  
Key Issues ◽  
Pastoral Support ◽  
Suturing Techniques

Abstract Aim Foundation training can be a challenging time for Junior doctors; though help and support is offered, it is not always taken up. This programme aims to create a safe environment to facilitate discussion and provide pastoral support alongside teaching them new surgical skills. Method Four different sessions were organised over the period of four months (August 2020 – November 2020) and FY1/FY2 doctors working in the Orthopaedic department at the GWH, Swindon were invited to attend. Each session focussed on assorted suturing techniques and knot tying. In addition, the facilitator directed conversation towards opportunities to discuss frustrations, challenges, queries as well as positive occurrences. A questionnaire was distributed at the final session to evaluate participant experience. Results 100% of attendees agreed or strongly agreed that they found their FY1 rotation challenging so far. 100% also scored 9/10 when asked how comfortable they were talking about concerns, worries or issues at these sessions. All the participants recorded ‘yes’ when asked if the session provided them with a listening ear, helpful advice, feeling supported, understanding/empathy and reassurance. 100% of the attendees scored that their confidence at suturing had improved (average: 4 points on a scale of 1-10). Conclusions Through these sessions, practical changes and improvements were achieved in the running of the Trauma and Orthopaedic department. Placement feedback was obtained, suggestions on things to improve or change and key issues were escalated to supervisors. There do not appear to be any similar programmes run that combine directed pastoral support and surgical skills teaching.

scholarly journals O57: GREATER USE OF NON-TECHNOLOGICAL SIMULATION METHODS IMPROVES SKILL ACQUISITION IN SURGICAL TEACHING

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
A Hill ◽  
M Thomas ◽  
D Williams
Keyword(s):  
Skill Acquisition ◽  
Local Anaesthetic ◽  
Haptic Feedback ◽  
Confidence Score ◽  
Surgical Skills ◽  
Surgical Instruments ◽  
Simulation Methods ◽  
Simulation Techniques ◽  
Before And After ◽  
Surgical Teaching

Abstract Introduction Studies that have reviewed technologies including haptic feedback and virtual reality indicate the usefulness of simulation. However, these technologies are not universally available. Less technologically innovative simulation methods that utilise the learning environment, equipment and presentation can still effectively support surgical teaching. A review was undertaken to assess the effect of these lower fidelity simulation methods on surgical skill acquisition. Method Two courses enrolled 12 and 14 respectively, with trainees ranging in seniority from Foundation Year 1 to Core Trainee Year 2. Four basic surgical skills (suturing, hand tying, local anaesthetic and surgical instruments) were taught in 20 and 30 minute stations. These skills were used to assess trainee confidence before and after teaching, using a 5 point qualitative data collection scale ranging from Not Very to Very Confident. The faculty received a pre-course lecture on teaching methods to ensure standardisation. Result Mean confidence increased following participation in simulation teaching; 1st course demonstrated a post-teaching increase of 42%, 2nd a 60% increase. Individual skill confidence increased more following simulation-based course in hand tying (57% p=0.002, v 89% p=0.00007), local anaesthetic (30% p=0.001, v 41% p=0.005) and surgical instruments (44% p=0.005, v 89% p=0.0001). Suturing was not associated with increased mean confidence, but median confidence score increased more (33% p=0.005, v 60% p=0.0001). Conclusion Greater incorporation of simulation in training is generally associated with increased confidence with surgical skills. This is likely due to better contextualisation, leading to improved understanding of the place of the skills in the clinical setting. Take-home message Greater incorporation of simulation techniques, not necessarily of a technological nature, leads to increased confidence with surgical skills.

scholarly journals Differentiating Real-World Autobiographical Experiences without Recourse to Behaviour

2021 ◽  
Vol 11 (4) ◽  
pp. 521
Author(s):  
Jonathan Erez ◽  
Marie-Eve Gagnon ◽  
Adrian M. Owen
Keyword(s):  
Medial Temporal Lobe ◽  
Brain Injuries ◽  
Brain Activity ◽  
Extrastriate Cortex ◽  
First Person ◽  
Autobiographical Memories ◽  
True Nature ◽  
Person Perspective ◽  
Machine Learning Model ◽  
First Person Perspective

Investigating human consciousness based on brain activity alone is a key challenge in cognitive neuroscience. One of its central facets, the ability to form autobiographical memories, has been investigated through several fMRI studies that have revealed a pattern of activity across a network of frontal, parietal, and medial temporal lobe regions when participants view personal photographs, as opposed to when they view photographs from someone else’s life. Here, our goal was to attempt to decode when participants were re-experiencing an entire event, captured on video from a first-person perspective, relative to a very similar event experienced by someone else. Participants were asked to sit passively in a wheelchair while a researcher pushed them around a local mall. A small wearable camera was mounted on each participant, in order to capture autobiographical videos of the visit from a first-person perspective. One week later, participants were scanned while they passively viewed different categories of videos; some were autobiographical, while others were not. A machine-learning model was able to successfully classify the video categories above chance, both within and across participants, suggesting that there is a shared mechanism differentiating autobiographical experiences from non-autobiographical ones. Moreover, the classifier brain maps revealed that the fronto-parietal network, mid-temporal regions and extrastriate cortex were critical for differentiating between autobiographical and non-autobiographical memories. We argue that this novel paradigm captures the true nature of autobiographical memories, and is well suited to patients (e.g., with brain injuries) who may be unable to respond reliably to traditional experimental stimuli.

scholarly journals An immersive first-person navigation task for abstract knowledge acquisition

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Doerte Kuhrt ◽  
Natalie R. St. John ◽  
Jacob L. S. Bellmund ◽  
Raphael Kaplan ◽  
Christian F. Doeller
Keyword(s):  
Spatial Navigation ◽  
First Person ◽  
Abstract Space ◽  
Motion Platform ◽  
Head Mounted Display ◽  
Person Perspective ◽  
Abstract Knowledge ◽  
Behavioural Patterns ◽  
Spatial Domains ◽  
First Person Perspective

AbstractAdvances in virtual reality (VR) technology have greatly benefited spatial navigation research. By presenting space in a controlled manner, changing aspects of the environment one at a time or manipulating the gain from different sensory inputs, the mechanisms underlying spatial behaviour can be investigated. In parallel, a growing body of evidence suggests that the processes involved in spatial navigation extend to non-spatial domains. Here, we leverage VR technology advances to test whether participants can navigate abstract knowledge. We designed a two-dimensional quantity space—presented using a head-mounted display—to test if participants can navigate abstract knowledge using a first-person perspective navigation paradigm. To investigate the effect of physical movement, we divided participants into two groups: one walking and rotating on a motion platform, the other group using a gamepad to move through the abstract space. We found that both groups learned to navigate using a first-person perspective and formed accurate representations of the abstract space. Interestingly, navigation in the quantity space resembled behavioural patterns observed in navigation studies using environments with natural visuospatial cues. Notably, both groups demonstrated similar patterns of learning. Taken together, these results imply that both self-movement and remote exploration can be used to learn the relational mapping between abstract stimuli.

scholarly journals Human Enhancements and Voting: Towards a Declaration of Rights and Responsibilities of Beings

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 5
Author(s):  
S. J. Blodgett-Ford
Keyword(s):  
Human Rights ◽  
Voting Rights ◽  
Governance Structure ◽  
The Other ◽  
First Person ◽  
Person Perspective ◽  
First Person Perspective ◽  
To Come ◽  
Additional Option

The phenomenon and ethics of “voting” will be explored in the context of human enhancements. “Voting” will be examined for enhanced humans with moderate and extreme enhancements. Existing patterns of discrimination in voting around the globe could continue substantially “as is” for those with moderate enhancements. For extreme enhancements, voting rights could be challenged if the very humanity of the enhanced was in doubt. Humans who were not enhanced could also be disenfranchised if certain enhancements become prevalent. Voting will be examined using a theory of engagement articulated by Professor Sophie Loidolt that emphasizes the importance of legitimization and justification by “facing the appeal of the other” to determine what is “right” from a phenomenological first-person perspective. Seeking inspiration from the Universal Declaration of Human Rights (UDHR) of 1948, voting rights and responsibilities will be re-framed from a foundational working hypothesis that all enhanced and non-enhanced humans should have a right to vote directly. Representative voting will be considered as an admittedly imperfect alternative or additional option. The framework in which voting occurs, as well as the processes, temporal cadence, and role of voting, requires the participation from as diverse a group of humans as possible. Voting rights delivered by fiat to enhanced or non-enhanced humans who were excluded from participation in the design and ratification of the governance structure is not legitimate. Applying and extending Loidolt’s framework, we must recognize the urgency that demands the impossible, with openness to that universality in progress (or universality to come) that keeps being constituted from the outside.

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