scholarly journals Hepato-pancreatico-biliary surgical education: rediscovery of cadaver based teaching

2020 ◽  
Vol 7 (6) ◽  
pp. 2078
Author(s):  
Rajesh Pendlimari ◽  
Nagesh N. Swamygowda ◽  
Sushrutha C. S.
Keyword(s):  
Surgical Training ◽  
Surgical Education ◽  
Surgical Techniques ◽  
Surgical Care ◽  
Surgical Skills ◽  
Learning Tool ◽  
Care Needs ◽  
Great Opportunity ◽  
Surgical Residents ◽  
Surgical Trainees

Background: As the classical surgical training (mentor–trainee) model is not feasible in the current era of surgical training and simulation model for training young residents is proven, the advanced surgical residents may benefit from cadaver based surgical teaching.Methods: International Hepato-Pancreato-Biliary Association India 2017 provided great opportunity to organize basic hepato-pancreatico-biliary (HPB) anatomy workshop clubbed with HPB radiology and other advanced surgical techniques. It was attended by advanced surgical residents and practicing junior faculty. Post-program survey was conducted and results implied.Results: 131 surgeons attended and 90 (80% residents, 15.6% practicing surgeons) completed the survey. Majority (97.5%) felt that the HPB anatomy was adequately demonstrated by spending enough time for dissection techniques and discussion. Most (84.7%) never attended cadaveric dissection during or after their training program. 95.1% think that dedicated anatomy or dissection teaching sessions are either very useful or useful for their level of surgical training. All participants found cadaveric workshop either very useful (73.3%) or useful (26.7%) learning tool. Majority (73.3%) felt that demonstrated HPB procedures were appropriate for their level. All participants (100%) felt that cadaveric workshops will improve their surgical skills and many (93.4%) felt these improve their confidence in operation theatres.Conclusions: This cadaver based HPB teaching program is an initial step for unique HPB surgical education and useful adjunct for advanced surgical trainees in modern era. Residents consider this as good learning tool and possibly improve surgical skills and confidence. The translation of cadaver based HPB surgical learning into better surgical care needs evaluation in future.

scholarly journals Establishing a surgical skills laboratory and dissection curriculum for neurosurgical residency training

2015 ◽  
Vol 123 (5) ◽  
pp. 1331-1338 ◽  
Author(s):  
James K. C. Liu ◽  
Varun R. Kshettry ◽  
Pablo F. Recinos ◽  
Kambiz Kamian ◽  
Richard P. Schlenk ◽  
...  
Keyword(s):  
Surgical Training ◽  
Training Programs ◽  
Core Competencies ◽  
Technical Skills ◽  
Surgical Skills ◽  
Training Experience ◽  
Surgical Trainees ◽  
Modern Health Care ◽  
External Pressures ◽  
Skills Laboratory

Surgical education has been forced to evolve from the principles of its initial inception, in part due to external pressures brought about through changes in modern health care. Despite these pressures that can limit the surgical training experience, training programs are being held to higher standards of education to demonstrate and document trainee competency through core competencies and milestones. One of the methods used to augment the surgical training experience and to demonstrate trainee proficiency in technical skills is through a surgical skills laboratory. The authors have established a surgical skills laboratory by acquiring equipment and funding from nondepartmental resources, through institutional and private educational grants, along with product donations from industry. A separate educational curriculum for junior- and senior-level residents was devised and incorporated into the neurosurgical residency curriculum. The initial dissection curriculum focused on cranial approaches, with spine and peripheral nerve approaches added in subsequent years. The dissections were scheduled to maximize the use of cadaveric specimens, experimenting with techniques to best preserve the tissue for repeated uses. A survey of residents who participated in at least 1 year of the curriculum indicated that participation in the surgical skills laboratory translated into improved understanding of anatomical relationships and the development of technical skills that can be applied in the operating room. In addition to supplementing the technical training of surgical residents, a surgical skills laboratory with a dissection curriculum may be able to help provide uniformity of education across different neurosurgical training programs, as well as provide a tool to assess the progression of skills in surgical trainees.

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.

The Surgical Skills for Students Course: One Year On

2012 ◽  
Vol 94 (2) ◽  
pp. 56-57
Author(s):  
Dinesh Alexander ◽  
Mike Larvin ◽  
Bill Thomas ◽  
Rory McCloy
Keyword(s):  
Middle East ◽  
East Africa ◽  
Central America ◽  
Surgical Training ◽  
Basic Skills ◽  
Surgical Skills ◽  
Surgical Trainees ◽  
Training Schemes ◽  
One Year

The Intercollegiate Basic Surgical Skills (BSS) course is approaching the end of a second decade of teaching and assessing basic skills for junior surgical trainees.1 BSS has rapidly become part of the fabric of UK and Irish surgical training and has gained wide recognition internationally, with versions being adopted in training schemes across Europe, the Middle East, Africa, Central America and the antipodes.2–5 Trainers see improvements in assisting and operating skills when trainees complete BSS and this has been confirmed by research.6–8

Into Africa: Basic Surgical Skills Trainingin Northern Tanzania

2013 ◽  
Vol 95 (8) ◽  
pp. 256-257 ◽  
Author(s):  
CMC Doran ◽  
MA Foxall-Smith ◽  
I Ngayomela ◽  
WEG Thomas ◽  
FCT Smith
Keyword(s):  
Surgical Techniques ◽  
Daily Practice ◽  
Surgical Skills ◽  
Teaching Skills ◽  
Education Department ◽  
The Past ◽  
Surgical Trainees ◽  
Northern Tanzania ◽  
Approach To Teaching ◽  
The Uk

The intercollegiate Basic surgical skills (BSS) course is a rite of passage for UK surgical trainees and this approach to teaching skills is used in daily practice to ensure our trainees develop good surgical techniques and habits. We take it for granted that formal courses are delivered by the surgical royal colleges and now via the schools of surgery; however, this form of teaching is only now being introduced throughout other parts of the world. On the back of the success achieved by BSS in the UK, it has been successfully implemented in over 45 countries, including Barbados, 2 El Salvador, 3 Jordan 4 and dubai 5 in the past 5 years alone. The Education department of the RCS recently visited Tanzania to encourage inception of a surgical skills course programme.

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.

scholarly journals 751 Improving Engagement with Home-Based Surgical Skills Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
R Falconer ◽  
C Semple ◽  
J Cleland ◽  
K Walker ◽  
A Watson
Keyword(s):  
Surgical Training ◽  
Skill Acquisition ◽  
Surgical Simulation ◽  
Surgical Skills ◽  
Learning Needs ◽  
Structured Interviews ◽  
Training Requirements ◽  
Mandatory Training ◽  
Surgical Trainees ◽  
Home Based

Abstract Introduction Surgical simulation has been repeatedly shown to facilitate technical skill acquisition. However, trainee engagement with self-directed practice remains variable, despite access to resources. Understanding the motivators and barriers to participation is crucial to develop modules which can effectively meet the learning needs of current, and future, surgical trainees. The aim of this qualitative study was to examine factors which influence trainee engagement with home-based surgical skills simulation. Method A series of one-to-one semi-structured interviews were conducted remotely with ST3 vascular trainees who had previously consented to take part in a national programme of home-based technical skills simulation. Interview data was transcribed and thematically analysed. Results 12 trainees were interviewed during a 4-week period. Overall, trainees valued simulation but found it difficult to balance against clinical commitments and mandatory training requirements, particularly if there were limited opportunities for skill transfer to the real-world environment. Although simulation was acknowledged to be a safe environment for experiential learning, trainees alluded to an underlying culture of perfection which limited willingness to learn from mistakes, even within a simulated setting. In addition, traditional attitudes about the apprenticeship model of surgical training prevail, with simulation often viewed as inferior to learning “on the job” in theatre. Conclusions Trainee engagement with home-based surgical skills simulation may be influenced by a range of systemic factors. In future, formal certification of simulation modules, mandating simulated competencies and curricular integration may help improve participation, as well as supporting cultural shift towards recognition of simulation as a vital component of modern surgical training.

scholarly journals Simulation in orthopaedic training: would a national curriculum improve trainees’ surgical skills?

2014 ◽  
Vol 96 (10) ◽  
pp. 360-362
Author(s):  
Oliver Templeton-Ward ◽  
Matthew Solan
Keyword(s):  
Pilot Study ◽  
Surgical Training ◽  
Surgical Education ◽  
Orthopaedic Surgery ◽  
National Curriculum ◽  
Learning Opportunities ◽  
Surgical Skills ◽  
Orthopaedic Training ◽  
Large Investment

Orthopaedic surgical education is undergoing a transition, requiring trainees to learn a greater number of complex surgical skills but with a reduction in learning opportunities. simulation has been proposed as one way to help solve this dichotomy. The Joint Committee on Surgical Training (JCST) hopes to incorporate simulation into the curriculum for all specialties. Our findings indicate that there is as yet no clear consensus in the literature that simulation in orthopaedic surgery provides a reliable and valid way of improving surgical skills. We therefore urge the JCST to commission a pilot study using its recently published simulation curriculum before making the large investment that would be required to roll it out nationwide.

scholarly journals 374 Simulation and the Surgeon during COVID-19: The Double 2s Surgical Emergencies Course

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
D Bhojwani ◽  
A McNutt
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Surgical Training ◽  
Surgical Education ◽  
Virtual Learning ◽  
Educational Opportunities ◽  
Surgical Patients ◽  
Surgical Trainees ◽  
Surgical Emergencies ◽  
Medical Wards

Abstract Educational opportunities for surgeons have been limited by COVID-19. This is due to reductions in elective operating, clinic cancellations and redeployment of doctors to medical wards. Surgical education has evolved to address anxieties from staff about missing out on valuable skills and experience. Although there has been a big emphasis on virtual learning, in-person simulation remains highly relevant. The Double 2s MDT Surgical Emergencies Course was piloted amidst the pandemic at UHBW Foundation Trust. Places were restricted in view of social distancing (n = 13). Foundation doctors and nurses engaged in two simulation sessions based around acutely deteriorating surgical patients. Feedback was collected anonymously via an online google form. All participants agreed that the course was pertinent to their clinical practice. 77 and 100% learners felt that their confidence had improved in assessing and managing surgical emergencies respectively. The feedback shows that simulation can and should be employed alongside virtual learning to maintain the integrity of surgical education. Whilst the situation may eventually return to ‘business as normal’, the Double 2s course is appropriate to run again during winter pressures which may have similar implications for surgical training. It could also be adapted for medical students and higher surgical trainees.

scholarly journals TP8.2.27 Unlocking growth options in surgical education and training during the pandemic

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Adarsh Shah ◽  
Kim Walker ◽  
Lorraine Hawick ◽  
Kenneth G Walker ◽  
Jennifer Cleland
Keyword(s):  
Surgical Education ◽  
Technology Implementation ◽  
Personal Development ◽  
Education And Training ◽  
Growth Options ◽  
Great Opportunity ◽  
Study Approach ◽  
Data Coding ◽  
Surgical Trainees ◽  
And Training

Abstract Introduction The COVID-19 pandemic brought widespread disruption to structured surgical education and training. The knee-jerk reaction is often pessimism about surgical training’s future, particularly in the Improved Surgical Training (IST) pilot’s context. However, Einstein famously once said, “In the midst of every crises lies great opportunity”. Unlocking growth during periods of high uncertainty is a premise of real options theory; one utilised by supply chain managers and decision scientists, but novel to medical education. This study explores the growth options that have resulted from new operational models during the pandemic. Methods Using qualitative case study approach, data were obtained from interviews with core surgical trainees across Scotland. Data coding and inductive thematic analysis were undertaken. Results Forty-six trainees participated. Analysis from trainees’ perspective revealed: unexpected fulfilment from redeployment to non-surgical specialties, benefits to personal development from the unintended broad-based training across surgical specialties, improved collaborative teamworking between specialties and allied healthcare professionals, and enhanced supervised learning opportunities. Institutional growth options reported by trainees included: rapid uptake of telemedicine and digital technology, implementation of single hospital episode encounters for minor conditions, streamlined processes in theatre and acute admissions, and changes in working culture towards rationalising and teamworking. Conclusion Growth options have been deliberately and unintentionally unlocked due to individual and institutional adaptions and innovations in response to exogenous disruption. While some changes may be temporary, hopefully structured reflection on these changes and responders to them will drive surgical education and training into a new sustainable and resilient post-pandemic era.

scholarly journals 1253 Unlocking Growth Options in Surgical Education and Training During the Pandemic

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A P Shah ◽  
J Cleland
Keyword(s):  
Surgical Education ◽  
Technology Implementation ◽  
Personal Development ◽  
Education And Training ◽  
Growth Options ◽  
Great Opportunity ◽  
Study Approach ◽  
Data Coding ◽  
Surgical Trainees ◽  
And Training

Abstract Introduction The COVID-19 pandemic brought widespread disruption to structured surgical education and training. The knee-jerk reaction is often pessimism about surgical training’s future, particularly in the Improved Surgical Training (IST) pilot’s context. However, Einstein famously once said, “In the midst of every crises lies great opportunity”. Unlocking growth during periods of high uncertainty is a premise of real options theory; one utilised by supply chain managers and decision scientists, but novel to medical education. This study explores the growth options that have resulted from new operational models during the pandemic. Method Using a qualitative case study approach, data were obtained from interviews with core surgical trainees across Scotland. Data coding and inductive thematic analysis were undertaken. Results Forty-six trainees participated. Analysis from trainees’ perspective revealed: unexpected fulfilment from redeployment to non-surgical specialties, benefits to personal development from the unintended broad-based training across surgical specialties, improved collaborative teamworking between specialties and allied healthcare professionals, and enhanced supervised learning opportunities. Institutional growth options reported by trainees included: rapid uptake of telemedicine and digital technology, implementation of single hospital episode encounters for minor conditions, streamlined processes in theatre and acute admissions, and changes in working culture towards rationalising and teamworking. Conclusions Growth options have been deliberately and unintentionally unlocked due to individual and institutional adaptions and innovations in response to the exogenous disruption. While some changes may be temporary, hopefully structured reflection on these changes and responders to them will drive surgical education and training into a new sustainable and resilient post-pandemic era.

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