scholarly journals Simulation in Neurosurgery: A Survey of Experiences and Perceptions in the UK

2013 ◽  
Vol 95 (9) ◽  
pp. 304-307 ◽  
Author(s):  
IC Coulter ◽  
PM Brennan
Keyword(s):  
Patient Safety ◽  
Surgical Training ◽  
Skill Acquisition ◽  
Simulation Training ◽  
Surgical Skill ◽  
Hands On ◽  
Form Part ◽  
Apprenticeship Model ◽  
The Uk ◽  
Working Hour

The traditional, time-intensive apprenticeship model of surgical skill acquisition has become impracticable in the current era of working hour restrictions that limit the total hours available for surgical training.1–3 Trainees feel 'hands on' operative exposure has been reduced, having an impact on training as well as patient safety.4 while working hour restrictions persist, simply increasing the length of surgical training will not adequately overcome reduced exposure to operative training. Improving quality and efficiency of training must therefore utilise learning outside the operating theatre; simulation training could form part of this.

scholarly journals Simulationin Neurosurgery: A Survey of Experiences and Perceptions in the UK

2013 ◽  
Vol 95 (3) ◽  
pp. 1-5 ◽  
Author(s):  
IC Coulter ◽  
PM Brennan
Keyword(s):  
Patient Safety ◽  
Surgical Training ◽  
Skill Acquisition ◽  
Simulation Training ◽  
Surgical Skill ◽  
Hands On ◽  
Form Part ◽  
Apprenticeship Model ◽  
The Uk ◽  
Working Hour

The traditional, time intensive apprenticeship model of surgical skill acquisition has become impracticable in the current era of working hour restrictions limiting the total hours available for surgical training. Trainees feel 'hands on' operative exposure has reduced, impacting on training as well as patient safety. While working hour restrictions persist, simply increasing the length of surgical training will not adequately overcome reduced exposure to operative training. Improving quality and efficiency of training must therefore utilise learning outside the operating theatre; simulation training could form part of this.

scholarly journals Learning methodology in surgical training

2018 ◽  
Vol 97 (1) ◽  
pp. 7-11 ◽  
Author(s):  
Cristina P. Camargo ◽  
Rolf Gemperli ◽  
José Otavio Costa Auler Junior
Keyword(s):  
Critical Thinking ◽  
Training Program ◽  
Surgical Training ◽  
Integrated Curriculum ◽  
Simulation Training ◽  
Surgical Skill ◽  
Direct Supervision ◽  
Surgical Training Program

This manuscript aimed to review the literature data related to the surgical training program. This review showed some of the requirements to perform effective surgical training were direct supervision, predetermined repetitions according to surgical skill complexity, valid simulator models, number of students per model. This manuscript discussed how the surgical program could achieve competence using a critical thinking framework, integrated curriculum based on the rationale behind simulation training program.

Ethics, errors and education in surgical operating room

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Dr. Shashi Shekhar
Keyword(s):  
Patient Safety ◽  
Surgical Training ◽  
Care Delivery ◽  
Surgical Techniques ◽  
Operating Experience ◽  
Skin Grafting ◽  
Surgical Skill ◽  
Surgical Trainees ◽  
Surgical Workforce ◽  
Quality Of Surgery

Patient safety errors in OR may originate from: <italic>surgeon</italic> on account of forgetfulness, inattention, poor motivation, carelessness, negligence and recklessness; <italic>Hospital</italic> system due to understaffing, inadequate equipment, fatigue, time pressure and inexperience. Quality surgical training is crucial for creation of surgical workforce for health care delivery. The surgical trainees during ‘Junior Residency’ need training in both ‘Surgical’ and ‘Communication’ OR skill. The surgical skill learnt in OR is: competence in ‘basic surgical techniques’; skill of ‘assistance and minor surgeries’: hernia repair, appendectomy, skin grafting and laparoscopic skills. During ‘Senior Residency’ independent surgical judgment and performance of advanced surgical procedures to gain extensive operating experience. The non-surgical skill that promotes patient safety in OR are ‘communication skill’ and ‘team skill’. The ’<italic>supervised progressive responsibility model of surgical training</italic>’ has elements embedded for patient safety. Surgical trainer promotes trainee’s skill and ensures patient safety as well the highest quality of surgery, through gradual decreasing levels of supervision in OR, namely <italic>Direct Supervision</italic> where the trainer is physically present; <italic>Indirect supervision</italic> where the trainer becomes available within few minutes; <italic>oversight</italic> where after the surgery review is provided with feedback and progress <italic>monitoring</italic> where progress is monitored and supervision is done only in complex surgeries. Supervised surgical training helps creation of skilled practicing surgeon and ensures patient safety.

scholarly journals The Impact of the European Working Time Regulations on Orthopaedic Trainee Operative Experience

2012 ◽  
Vol 94 (5) ◽  
pp. 156-158 ◽  
Author(s):  
PJ Wraighte ◽  
DP Forward ◽  
P Manning
Keyword(s):  
Medical Officer ◽  
Surgical Experience ◽  
Surgical Specialty ◽  
European Working ◽  
Hands On ◽  
Apprenticeship Model ◽  
Set Up ◽  
The Uk ◽  
The Impact ◽  
Orthopaedic Trainee

Trauma and orthopaedic surgery (T&O) has the largest number of trainees of any individual surgical specialty in the UK. It is a craft-based specialty, with 'hands-on' training, based on an apprenticeship model involving operative and procedural skills. In 1992 Kenneth Calman, then Chief Medical Officer, set up a working group to reform the specialist curriculum, placing more emphasis on structured teaching, supervised learning and surgical experience.

scholarly journals The Use of Technical Simulation Training in Surgical Education in the United Kingdom

2016 ◽  
Vol 3 (1) ◽  
pp. 305-311
Author(s):  
Emma Snashall ◽  
Orod Osanlou ◽  
Sandip Hindocha
Keyword(s):  
Patient Safety ◽  
United Kingdom ◽  
Surgical Training ◽  
Surgical Education ◽  
Simulation Training ◽  
Surgical Techniques ◽  
The United Kingdom ◽  
Technical Competencies ◽  
Literature Base ◽  
Simulated Training

Simulation training, where a scenario or setting is replicated, is now firmly associated with surgical training. Involving both technical and non-technical competencies, it provides a valuable tool in training new skills to both new and current surgeons. As patient safety becomes more of a focus, alongside advances in technology and surgical techniques, there is a continued concern regarding operative exposure for futures surgeons. This void in which simulated training fits, a claim supported by an expanding literature base. The recent integration of simulation into training curricula aims to promote consistency in access to simulation facilities across deaneries and invite the experience of dedicated instructors to optimise educational use.

The relative importance of surgical training and laboratory research in a gynecologic oncology fellowship

2004 ◽  
Vol 14 (1) ◽  
pp. 23-34 ◽  
Author(s):  
S. M. Eisenkop ◽  
N. M. Spirtos
Keyword(s):  
Ovarian Cancer ◽  
Surgical Training ◽  
Skill Acquisition ◽  
Community Hospital ◽  
Gynecologic Oncology ◽  
Laboratory Research ◽  
Relative Importance ◽  
Surgical Skill

The objective was to determine trends of surgical skill acquisition during fellowships, and the consensus amongst gynecologic oncologists about the relative importance of surgical training and laboratory research in fellowships. A survey addressing surgical capability at the time of fellowship completion, and relative priorities that should be given to surgical training and laboratory research was mailed to gynecologic oncologists and fellows in the Society of Gynecologic Oncologists directory. Of 820 surveyed, 454 (55.4%) of provided utilizable data, of whom 56 (12.5%) were fellows, and 398 (87.5%) in practice (49.5% university-based and 50.5% community hospital-based). Relative to past graduates, recent ones report and current fellows anticipate a lower probability of being able to independently perform some procedures applicable to cervical and ovarian cancer, as well as others necessary to manage complications at the time of fellowship completion. 69.8% of all respondents think that greater emphasis should be placed on surgical training at the expense of doing less laboratory research. There is wide variation of opinion among respondents concerning the value of and most appropriate length of time that should be dedicated to laboratory research in a fellowship. There is an indication of a trend for more recent fellows to graduate having acquired less surgical skill and a prevalent opinion that surgical training should be more heavily emphasized in fellowships.

scholarly journals The evolution of an SBNS-accredited NANSIG simulated skills workshop for aspiring neurosurgical trainees: an analysis of qualitative and quantitative data

2020 ◽  
Vol 162 (10) ◽  
pp. 2323-2334
Author(s):  
Melissa Gough ◽  
Georgios Solomou ◽  
Danyal Zaman Khan ◽  
Mohammed Kamel ◽  
Daniel Fountain ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Qualitative Data ◽  
Assessment Tool ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Surgical Skill ◽  
Qualitative And Quantitative ◽  
The Past ◽  
Significant Difference ◽  
The Uk

Abstract Background The Neurology and Neurosurgery Interest Group (NANSIG) neurosurgical skills workshop is novel in teaching neurosurgical skills solely to medical students and foundation trainees in the UK. The aim is to offer an affordable option for a high-fidelity simulation course enabling students to learn and practise specific neurosurgical skills in a safe, supervised environment. Methods A 10-delegate cohort was quantitatively assessed at the NANSIG neurosurgical skills workshop. Two assessors used a novel modified Objective Structured Assessment of Technical Skills (mOSATS) assessment tool, comprising 5 domains ranked according to a 5-point scale to rate delegates’ ability to create a burr hole. Qualitative data from previous workshops were collected, consisting of open-ended, closed-ended and 5-point Likert scale responses to pre- and post-workshop questionnaires. Data were analysed using SPSS® software. Results Delegates scored a mean total of 62.1% (21.75/35) and 85.1% (29.8/35) in pre- and post-workshop assessments respectively revealing a statistically significant improvement. Regarding percentage of improvement, no significant difference was shown amongst candidates when comparing the number of neurosurgical cases observed and/or assisted in the past. There was no significant difference in the overall rating between the last two workshops (4.89 and 4.8 out of 5, respectively). One hundred percent of the attendees reported feeling more confident in assisting in theatre after the last two workshops. Conclusion We show that a simulation workshop cannot only objectively quantify the improvement of surgical skill acquisition but can also be beneficial regardless of the extent of prior experience.

Effects of Videogame Experience on Laparoscopic Skill Acquisition

2005 ◽  
Vol 49 (11) ◽  
pp. 1047-1051 ◽  
Author(s):  
Sara L. Waxberg ◽  
Steven D. Schwaitzberg ◽  
Caroline G.L. Cao
Keyword(s):  
Skill Acquisition ◽  
Minimal Cost ◽  
Mixed Design ◽  
Surgical Skill ◽  
Improve Performance ◽  
Considerable Potential ◽  
Surgery Training ◽  
Surgical Residents ◽  
Apprenticeship Model ◽  
Videogame Playing

The apprenticeship model used to teach surgical residents is no longer adequate, especially in laparoscopic surgery training. The other alternatives available, such as simulators or animal models, can be expensive and difficult to implement. This study was conducted to explore the effect of videogame experience on surgical skill acquisition. We hypothesized that a week of videogame playing would improve performance on a surgical skills trainer and that performance on the videogame would reflect performance on the trainer. Thirty participants were tested in a between-subjects mixed design. Results were inconclusive. However, the use of videogames for training may be justified given the minimal cost. The idea of training surgeons using an inexpensive technology that is familiar, and that is fun and engaging at the same time, has considerable potential for the field of training in surgery.

A study of the role and educational needs of ophthalmic specialist nurses

2021 ◽  
Vol 30 (14) ◽  
pp. 858-864
Author(s):  
Pornjittra Rattanasirivilai ◽  
Amy-lee Shirodkar
Keyword(s):  
Clinical Skills ◽  
Active Role ◽  
Educational Needs ◽  
Assessment Tools ◽  
Standards Of Care ◽  
Learning Needs ◽  
Hands On ◽  
Specialist Nurses ◽  
The Uk ◽  
Training Opportunities

Aims: To explore the current roles, responsibilities and educational needs of ophthalmic specialist nurses (OSNs) in the UK. Method: A survey of 73 OSNs ranging from band 4 to band 8 was undertaken in May 2018. Findings: 73% of OSNs undertake more than one active role, with 59% involved in nurse-led clinics; 63% felt formal learning resources were limited, with 63% reporting training opportunities and 21% reporting time as major barriers to further training. More than 38% emphasised hands-on clinic-based teaching had a greater impact on their educational needs. Some 64% were assessed on their skills annually and 59% felt confident with their skill set. Conclusion: The Ophthalmic Common Clinical Competency Framework provides a curriculum and assessment tools for OSNs to use as a structure to maintain clinical skills and knowledge. Eye departments should use this as guidance to target learning needs and improve standards of care to meet the changing needs of society.

Sign in / Sign up

Export Citation Format

Share Document