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.

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.

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

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 BASED TRAINING IMPROVES LAPAROSCOPIC SURGICAL SKILLS IN TRAINEE SURGEONS

2021 ◽  
Vol 71 (Suppl-1) ◽  
pp. S186-92
Author(s):  
Abdul Razaque Shaikh ◽  
Tanwir Khaliq
Keyword(s):  
Test Scores ◽  
Technical Skills ◽  
Surgical Skills ◽  
Control Group ◽  
Skill Sets ◽  
Minimally Invasive Surgical ◽  
Surgical Trainees ◽  
Post Test ◽  
The Impact ◽  
Better Than

Objective: To assess the impact of laparoscopic simulation training on surgical skills of trainee surgeons. Study Design: Comparative prospective study. Place and Duration of Study: Jinnah Sindh Medical University Karachi, for one month October 2019. Methodology: Total thirty surgical trainees of FCPS year four (R4) were studied. The cases group (fifteen trainees) were given one month laparoscopy training on a LAP Simulator (LAPSim), surgical science Sweden) and the control group (fifteen trainees) were not trained. Their laparoscopic skills were then compared. Objective Structured Assessment of Technical Skills (OSATS) specific and general was used to assess their performance. Data was entered and analyzed using SPSS-23. Results: On LAP Sim Scoring, post-test scores were significantly better than pre-test for all skills in the trainedresidents (p<0.01 for all subscales) and total post-test score was also significantly better for trained surgeonsas compared to untrained (77.45 ± 7.78 vs. 31.70 ± 2.48; p<0.01). On Objective Structured Assessment of Technical Skills for specific tasks, post-test scores were significantly better than pre-test for all tasks in the cases (p<0.01 for all subscales) and for none in the controls. On Objective Structured Assessment of Technical Skills general, posttest scores were significantly better than pre-test for all tasks in the cases (p<0.01 for all subscales) and for clip application (p<0.01) and suturing with intracorporeal knot tying (p<0.01) in the controls. Conclusion: This study demonstrated significantly improved levels of performance for all skill sets for novicesurgical residents trained on LAP Sim for minimally invasive surgical procedures.

scholarly journals P-O05 Deconstructing Operations to Improve Recording of Surgical Training Experience

2021 ◽  
Vol 108 (Supplement_9) ◽  
Author(s):  
Ffion Dewi ◽  
Darren Scroggie ◽  
Samir Pathak ◽  
Natalie Blencowe ◽  
Andrew Hollowood ◽  
...  
Keyword(s):  
Surgical Training ◽  
University Teaching ◽  
Surgical Experience ◽  
Training Experience ◽  
Suggested Approach ◽  
Worked Example ◽  
Surgical Trainees ◽  
And Performance ◽  
The Impact ◽  
Training Opportunities

Abstract Background A new outcomes-based curriculum is soon to be implemented for UK surgical trainees. Performance will be evaluated against the standard expected of a new consultant. Accurate recording of operative experience and performance will therefore be crucial to demonstrate achievement of this standard. The current eLogbook system for recording surgical experience has many benefits including simplicity and accessibility, but may misrepresent actual experience because most operations are considered as a whole; unlike some colorectal operations, involvement in steps within many upper gastrointestinal (UGI) operations cannot be recorded. Methods Impact on training by the COVID-19 pandemic led to discussion and identification of cultural and logistical barriers to accurate recording of experience. To address these, a modification to enhance the current eLogbook system was developed by trainees and trainers at a university teaching hospital. An existing typology was used to deconstruct common UGI operations into their component steps, which can be recorded at this more detailed level.  Results The modified deconstructed logbook concept is described using a worked example, which can be applied to any operation. We also describe the integration of a component-based training discussion into the surgical team brief and debrief; this complements the deconstructed logbook by promoting a training culture. Conclusions Using the described techniques, trainees of all levels can comprehensively and accurately describe their surgical experience. Senior trainees will benefit from recording complex operations which they are not expected to complete in their entirety, whilst less experienced trainees will benefit from the ability to record their involvement in more basic parts of operations. The suggested approach will reduce misrepresentation of experience, encourage proactive planning of training opportunities, and reduce the impact of crises such as pandemics on surgical training.

Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory

2004 ◽  
Vol 187 (1) ◽  
pp. 114-119 ◽  
Author(s):  
George C Velmahos ◽  
Konstantinos G Toutouzas ◽  
Lelan F Sillin ◽  
Linda Chan ◽  
Richard E Clark ◽  
...  
Keyword(s):  
Task Analysis ◽  
Cognitive Task ◽  
Technical Skills ◽  
Cognitive Task Analysis ◽  
Surgical Skills ◽  
Skills Laboratory

scholarly journals 172 The Perceived Effect of COVID-19 on Surgical Training in Malta and the UK

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
S Catania ◽  
R Stoner
Keyword(s):  
Surgical Training ◽  
Surgical Education ◽  
Core Competencies ◽  
Academic Development ◽  
Practical Experience ◽  
Healthcare Systems ◽  
Educational Activities ◽  
Surgical Trainees ◽  
Perceived Effects ◽  
The Uk

Abstract Introduction Surgical training comprises of learning in a number of environments – practical experience in hospital, educational activities, reaching core competencies and academic development. The COVID-19 pandemic has had significant effects on healthcare systems, and this likely will have impacted surgical training. This survey set out to assess the perceived effects of COVID-19 on surgical training. Method A survey was circulated amongst surgical trainees to assess perceived effects from the COVID-19 pandemic on their surgical training. This was circulated amongst surgical trainees in Malta and London. 32 surgical trainees from Malta and 25 from London responded. Results were analysed, tabulated and compared. Results Less Malta trainees were redeployed than UK (3% vs 80%), whist both had rotations postponed or cancelled (62.5% vs. 92%). Trainees felt logbook opportunities (78% vs 100%) and theatre experience (97% vs 100%) had reduced. Trainees were unsure of how this would affect their progression (56% vs 52%), and some felt recruitment criteria should be adjusted in view of the above (50% vs 68%). Overall, both groups agreed their surgical education had been negatively impacted (84% vs 100%). Conclusions Both UK and Malta trainees feel that surgical training has been negatively impacted during the COVID-19 pandemic.

Debriefing Surgeons on Non-Technical Skills in the Operating Room - Results from a Pilot Study

2007 ◽  
Vol 51 (11) ◽  
pp. 663-667
Author(s):  
S. Yule ◽  
R. Flin ◽  
N. Maran ◽  
D. Rowley ◽  
G. Youngson ◽  
...  
Keyword(s):  
Operating Room ◽  
Cognitive Skills ◽  
Technical Skills ◽  
Assessment Tools ◽  
Valuable Adjunct ◽  
Surgical Trainees ◽  
Operative Surgery ◽  
Enhance Patient Safety ◽  
Behaviour Rating ◽  
Current Assessment

Briefing and debriefing are common practices for safety in high risk industries but are not systematically done in surgery. Regular debriefing of performance after operative surgery can greatly assist surgical trainees' development and help optimize learning from the limited time they spend in the Operating Room (OR). We developed and tested the NOTSS (Non-Technical Skills for Surgeons) behaviour rating system with subject matter experts. It allows surgeons to observe trainees' behaviour in the OR and provide them with structured feedback for improvement. This paper describes process of debriefing and the results of a pilot usability trial. The majority of participants reported that the NOTSS system was useful for debriefing trainees, provided a common language to discuss non-technical skills, and was a valuable adjunct to current assessment tools. Some surgeons found interpersonal skills more difficult to rate than cognitive skills. 73% felt that routine use of the system would enhance patient safety.

scholarly journals An analysis of the cost of postgraduate training in surgery in Ireland compared to other specialties

2021 ◽  
Author(s):  
Earley H. ◽  
Mealy K.
Keyword(s):  
Surgical Training ◽  
Financial Support ◽  
Postgraduate Training ◽  
Medical Training ◽  
Medical Council ◽  
List Type ◽  
Training Costs ◽  
Considerable Cost ◽  
Surgical Trainees ◽  
The Cost

Abstract Introduction Postgraduate specialty training in Ireland is associated with considerable cost. Some of these are mandatory costs such as medical council fees, while others are necessary to ensure career progression, such as attendance at courses and conferences. In particular, surgical specialities are believed to be associated with high training costs. It is unknown how these costs compare to those borne by counterparts in other specialities. Aims The aims of this study were to Quantify the amount that trainees in Ireland spend on postgraduate training Determine whether a difference exists between surgery and other non-skill-based specialties in terms of expenditure on training Methods A standardised non-mandatory questionnaire was circulated to trainees across two training centres in Ireland. Trainees at all levels were invited to participate. Results Sixty responses were obtained. Fifty-seven questionnaires were fully completed and included for analysis. The median expenditure on training was higher for surgical than non-surgical specialities. Subgroup analysis revealed surgical training was associated with higher expenditure on higher degrees and courses compared to medical training (p = 0.035). > 95% of trainees surveyed felt that greater financial support should be available for trainees during the course of their training. Conclusions This study demonstrated that a career in surgery is associated with higher ongoing costs for higher degrees and courses than counterparts in non-surgical training. All surgical trainees surveyed felt that better financial support should be available. Increasing financial support for may be a tangible way to mitigate against attrition during training.

scholarly journals Riding the waves: the ongoing impact of COVID-19 on a national surgical training cohort

2021 ◽  
Author(s):  
Orla Hennessy ◽  
Amy Lee Fowler ◽  
Conor Hennessy ◽  
David Brinkman ◽  
Aisling Hogan ◽  
...  
Keyword(s):  
Surgical Training ◽  
World Health Organisation ◽  
World Health ◽  
Training Methods ◽  
Viral Spread ◽  
Surgical Services ◽  
Global Pandemic ◽  
Surgical Trainees ◽  
Secondary Survey ◽  
The Impact

Abstract Background The World Health Organisation declared a global pandemic on the 11 March 2020 resulting in implementation of methods to contain viral spread, including curtailment of all elective and non-emergent interventions. Many institutions have experienced changes in rostering practices and redeployment of trainees to non-surgical services. Examinations, study days, courses, and conferences have been cancelled. These changes have the potential to significantly impact the education and training of surgical trainees. Aim To investigate the impact of the COVID-19 pandemic on training, educational, and operative experiences of Irish surgical trainees. Methods Surgical trainees were surveyed anonymously regarding changes in working and educational practices since the declaration of the COVID-19 pandemic on 11 March 2020. The survey was circulated in May 2020 to both core and higher RCSI surgical trainees, when restrictions were at level five. Questions included previous and current access to operative sessions as well as operative cases, previous and current educational activities, access to senior-led training, and access to simulation-/practical-based training methods. A repeat survey was carried out in October 2020 when restrictions were at level two. Results Overall, primary and secondary survey response rates were 29% (n = 98/340) and 19.1% (n = 65/340), respectively. At the time of circulation of the second survey, the number of operative sessions attended and cases performed had significantly improved to numbers experienced pre-pandemic (p < 0.0001). Exposure to formal teaching and education sessions returned to pre-COVID levels (p < 0.0001). Initially, 23% of trainees had an examination cancelled; 53% of these trainees have subsequently sat these examinations. Of note 27.7% had courses cancelled, and 97% of these had not been rescheduled. Conclusion Surgical training and education have been significantly impacted in light of COVID-19. This is likely to continue to fluctuate in line with subsequent waves. Significant efforts have to be made to enable trainees to meet educational and operative targets.

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