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At least 19 recordsLinked to original sources
PubMed1997

Development of a computerized telecommunication system for in-training evaluation of residents in a laparoscopic educational program.

OBJECTIVE: To describe our initial experience with a computerized telecommunication system, termed the interactive voice-response system, to record resident performance of laparoscopic surgery. METHODS: After completing a laparoscopic procedure, the surgeon and resident telephone a toll-free number independently and respond to three prerecorded statements using a Likert scale of 1 to 5. The caller then is asked to describe the resident's response to critical incidents or elements of surprise that arose during the surgery. The ratings and verbal comments are compiled, transcribed, and forwarded to the respective resident. The resident (and program director) can hear the verbal comments by entering a four-digit code. RESULTS: Between May 1, 1995, and May 31, 1996, 430 cases were reported by 11 surgeons and 16 residents using the interactive voice-response system. One hundred ninety-five (45%) procedures were entered by both the resident and surgeon. A survey undertaken during the introductory phase of the project revealed that five of the seven residents exposed to the system found that it provided useful feedback and preferred the system to traditional in-service reporting methods. In addition, five residents thought that the system complemented the personal feedback they received in the operating room. CONCLUSION: The system has been accepted by both residents and surgeons and has addressed the important components of resident in-training evaluation, namely, evaluation on a case-by-case basis, timely feedback, and self-assessment of resident performance.

Computer-Assisted Instruction↗
PubMed1996

Resident education in laparoscopic cholecystectomy.

BACKGROUND: Resident education in laparoscopic cholecystectomy (LC) was studied in a retrospective analysis of consecutive cases performed at two academic institutions with different educational approaches. METHODS: Each procedure was performed by a resident as operating surgeon under the direct guidance of one of a small, constant group of LC-certified attendings acting as first assistant. In group I (n = 48), residents acquired LC skills by graded exposure and surgical responsibility similar to their training in other general surgical procedures. In group II (n = 48) residents were additionally certified via an intensive course (including didactic and animal model experience) prior to assuming responsibility as surgeon. RESULTS: Results were similar in each group. No technical errors were identified. Blood transfusion was not required related to surgery. Conversion to an open procedure occurred in 10% and 8% in groups I and II, respectively. The rate of complications was 4% for group I and 8% for group II. A longer operating time was noted in group I and may be attributed to nonoperative reasons. CONCLUSIONS: Education in LC via graded experience throughout residency achieves results similar to that found with the addition of an intensive course. This additional training may not be necessary for surgical residents.

Acute Disease↗
PubMed1992

Laparoscopic cholecystectomy [continuing education credit].

1. Laparoscopic cholecystectomy is a relatively minor procedure compared with open cholecystectomy; the patient experiences less postoperative pain, and is able to ambulate quicker, and many risk factors are reduced. 2. Approximately 1% of laparoscopic cholecystectomies are converted to open procedures because of unusual anatomy, an inordinate amount of bleeding, or considerable adhesions. 3. The patient is prepared and draped in the usual manner for abdominal surgery; if an open procedure becomes necessary, redraping will not be needed. To prevent an unnecessary delay, the back table should include instrumentation for an open procedure.

Cholecystectomy↗
PubMed2001

The impact of intense laparoscopic skills training on the operative performance of urology residents.

PURPOSE: As laparoscopy has become more commonplace in urology, increased emphasis has been placed on laparoscopic education. We assessed the impact of laparoscopic skills training on the operative performance of urological surgeons inexperienced with laparoscopy. MATERIALS AND METHODS: Urology residents were prospectively randomized to undergo laparoscopic skills training (6) or no training (6). Baseline assessment of operative performance (scale 0 to 35) during porcine laparoscopic nephrectomy was completed by all subjects. Cumulative time to complete laparoscopic tasks using an inanimate trainer was also recorded. The skills training group then practiced inanimate trainer tasks for 30 minutes daily for 10 days. The 2 groups then repeated the timed inanimate trainer tasks and underwent repeat assessment of the ability to perform porcine laparoscopic nephrectomy. RESULTS: At baseline no statistical difference was noted in laparoscopic experience, inanimate trainer time or overall operative assessment in the 2 groups. In the skills training group mean cumulative time to complete inanimate trainer tasks decreased from 341 to 176 seconds (p = 0.003), while in the control group it decreased from 365 to 301 (p = 0.15). Operative assessment improved from initial to repeat porcine laparoscopic nephrectomy regardless of the trained versus control randomization grouping (22.0 to 27.8, p = 0.0008 and 20.8 to 26.5, p = 0.00007, respectively). CONCLUSIONS: In vivo experience enables urological surgeons inexperienced with laparoscopy to improve significantly in all aspects of complex laparoscopic procedures. In this pilot study the magnitude of improvement was independent of additional training in laparoscopic skills. Educational curriculum should include in vivo practice in addition to skills training.

Animals↗
PubMed2005

A new platform for laparoscopic training and education.

A new platform for laparoscopic training and education is presented. Fundamental requirements about a flexible haptic interface, specter of training areas, skill assessment, educational content, and level of realism are presented and discussed. The new system, including a new and flexible haptic interface and a broad specter of training modules combined with the use of multimedia content, is described.

Computer Simulation↗
PubMed1996

The use of a modular skills center for the maintenance of laparoscopic skills.

BACKGROUND: A reliable method supplying graduated experience and practice is needed to develop and refine laparoscopic skills. The laparoscopic surgeon, like the microvascular surgeon, must have ongoing training to refine and maintain his or her skills. METHODS: The authors describe a new modular training unit. The unit consists of a box with a built-in television camera, a light source, and a rotating platform. A videotape recorder with a timing device documents the actual "operating time" required for the various exercises. The first phase of training consists of a basic skills board. This initial phase enhances the use of dominant and nondominant hand motor activity. RESULTS: The surgeon then progresses to lifelike models (biliary, suturing, hernia, gynecologic) to simulate the human operative setting. Ten surgeons spent 5 h each working with the module. The specific exercises were recorded and timed. Their progress is described. CONCLUSIONS: The modular laparoscopic skills center is an integral part of any laparoscopic educational program. It facilitates the acquisition and maintenance of laparoscopic skills.

Adult↗
PubMed2005

Laparoscopic radical prostatectomy--impact of training and supervision.

To define the influence of training and supervision on the quality of laparoscopic radical prostatectomy we compared our perioperative parameters, as well as the postoperative functional and oncological outcomes of four generations of surgeons with significantly different training modalities. The first two generations were trained in open retropubic radical prostatectomy, but the third and fourth generation were trained mostly laparoscopically. Overall the data of more than 1000 performed cases were compared: We could not find any significant difference concerning our complication rates. Also the data of oncological (positive margins) and functional results (data of continence with a follow-up of more than two years) were comparable within all groups. A learning curve was observed only for the operating time, but proved to be significantly shorter for the third and fourth generations. Therefore we can conclude that the quality of laparoscopic radical prostatectomy does not depend on the individual experience in open surgery but to a considerable extent on the quality of laparoscopic education (e.g. simulation trainer, supervision).

Journal Article↗
PubMed2001

The current status of gynecological laparoscopic surgery in educational facilities in Japan.

A questionnaire survey was administered by Tohoku University hospital to investigate the current status of gynecological laparoscopic operations in teaching hospitals in which residents were trained as obstetricians and gynecologists. Thirty-eight senior doctors in 18 hospitals were sent a postal questionnaire. The response rates of facilities and doctors were 94.4% and 76.3% respectively. Diagnostic and operative laparoscopy was performed in all of the hospitals surveyed, however only a few hospitals performed more than 100 laparoscopies per year, and many surgeons did not perform advanced laparoscopic operations including hysterectomy, myomectomy and lymphadenectomy. Half of the doctors performed minilaparotomy, which is a so-called "open" technique. The standard surgical style involved the use of a carbon dioxide (CO2) pneumoperitoneum and an endoscope 10 mm in diameter. Unipolar endocoagulating instruments were generally used for hemostasis and incision. Most of the doctors surveyed thought that operative laparoscopy would become a necessary procedure in gynecological field, and half of them hoped to receive training in the technique. Instruction of expert endoscopic surgeons is necessary, especially in teaching hospitals, for the spread of safe and advanced laparoscopic surgery. An educational and training system for established surgeons as well as for young residents is urgently needed in Japan.

Delivery, Obstetric↗
PubMed2005

Self-reported versus observed scores in laparoscopic skills training.

BACKGROUND: Education in basic laparoscopic skills training is performed ideally in an inanimate laboratory. Monitoring of basic skills progression, which is essential during this tranining, often may be difficult because of the resources and manpower. This study investigated the differences between self-reported and observed scores during basic laparoscopic exercises. METHODS: First-and second-year medical students involved in practice sessions using the LTS 2000 box trainer were included in the study. All the students were allowed to practice four tasks: placing pegs with their dominant and nondominant hands, transferring pegs from one hand to another starting with the dominant and nondominant hands, cannulating a pipe cleaner into a plastic tube, and progressing from one end of a rope to the other. Each student recorded his or her times and errors for each task. After these practice sessions, each student underwent an observed session (OS), performing all of the tasks, and was graded by a surgeon involved in laparoscopic education. All the students were asked to record another practice session. The self-reported performances from the session immediately before the OS (pre-OS) and the session immediately after the OS (post-OS) were compared with the performance in the OS. RESULTS: A total of 36 students were included in this study. The mean time and mean error were similar between all the sessions. Although the scores in the OS did slightly differ from the scores in the pre-OS and post-OS, post hoc analysis showed that there was no statistically significant difference between the OS score and either the pre-OS or the post-OS score for any of the laparoscopic exercises. CONCLUSIONS: No differences between observed scores and self-reported scores were noted. The use of self-reported scores may be a good method for monitoring performance during training in laparoscopic basic skills. The self-reporting of basic laparoscopic exercises may conserve resources.

Adult↗
PubMed1994

Laparoscopic surgery: surgical education in the People's Republic of China.

In 1991, because of the international emphasis on laparoscopic surgery, a large contingency of surgeons took on the task of introducing laparoscopy to the People's Republic of China. This trip was a technological feat, since all of the equipment and instrumentation had to be carried into the country. This necessitated a major coordinated effort among professional teaching staff and industry representatives with their transported equipment. This unique educational opportunity is detailed in this article, which highlights, in particular, the contrast between the new "high-tech" surgery and the reality of a developing country.

China↗
PubMed1994

Animal models as educational tools in laparoscopic colorectal surgery.

Laparoscopic colectomies have been shown to be feasible in patients with low morbidity. Thus, many surgeons, as they begin to perform laparoscopic surgery on other areas of the abdomen, may consider performing laparoscopic colectomies. Although certain basic skills like suturing and knot tying can be practiced in training models, the preclinical performance of intraperitoneal bowel mobilization and anastomosis, dissection of mesentery, and control of bleeding can only be practiced and perfected in live animal models. We describe several laparoscopic intestinal techniques in porcine and canine models. Through use of these procedures, the surgeon can learn to handle intraperitoneal organs atraumatically, to achieve hemostasis, to dissect mesentery with lymphadenectomy and high ligation of major vessels, and to accomplish a variety of intraperitoneal anastomoses. Acquisition of these skills is essential in the quest to perform successful laparoscopic intestinal surgery. These skills cannot be learned in inanimate training models.

Anastomosis, Surgical↗
PubMed1991

[Laparoscopic cholecystectomy and continuing surgical education].

The rapid spread of laparoscopic cholecystectomy as standard operative treatment of cholelithiasis raises the question whether this new technique can be learned as prescribed for the traditional training of surgeons. To answer this question traditional methods of instruction were used for the first consecutive 100 laparoscopic cholecystectomies after the instructors had seen the method elsewhere and learned by operations on animals. 15 surgeons operated on these 100 patients (23 men and 77 women; mean age 50 [20-79] years). In accordance with the concept of early integration of laparoscopic cholecystectomy into surgical training, two trainee surgeons who had not yet performed a conventional cholecystectomy also took part in laparoscopic cholecystectomies. There were one serious (damage to the hepatocholedochal duct) and two mild (postoperative colics) complications. The median duration of operation was 95 (30-240) min. In eight patients the intervention was continued as a conventional cholecystectomy. This experience demonstrates that training in laparoscopic surgery can follow the same path as that for conventional surgery. A prerequisite is responsible assistance by an experienced operator, after the method has been introduced into the hospital.

Cholecystectomy↗
PubMed2000

Instruction versus passive observation: a randomized educational research study on laparoscopic suture skills.

Implementing laparoscopic surgery is a challenge that should prompt educational research in an attempt to establish a link between instruction and the quality of patient care. This randomized study was undertaken to compare the impact of instruction versus passive observation on laparoscopic skills. The task was stitching and tying a surgeon's knot on a perforated ulcer in a foam stomach placed in a simulator. Outcome measures were accuracy error, goal-directed and non-goal-directed actions, operating time, and tissue damage. Time/motion analysis was carried out by an masked assessor. Twelve participants were well matched for hand-eye coordination at pretesting. Regardless of whether instruction was given or not, a positive correlation was found between overall actions and operating time, non-goal-directed actions and operating time, and overall actions and non-goal directed actions. Intraoperative instruction decreased errors, but this study did not have sufficient power to detect small differences in other outcome measures. The teaching of minimal-access surgery should increasingly be based on educational research data rather than on unstructured rating by attending surgeons.

Clinical Competence↗
PubMedDate not supplied

Laparoscopic fundoplication: an alternate approach in the surgical treatment of esophageal reflux (continuing education credit).

1. Laparoscopic fundoplication is more "patient friendly" than the comparable open procedure, affording shorter postoperative recovery and faster return of the patient to normal activity. 2. Laparoscopic fundoplication achieves the same results and is essentially the same procedure as open fundoplication, but with smaller incisions and less pain. 3. The procedure takes time to learn, but once mastered, it cuts the OR time to approximately the same as for the open fundoplication.

Education, Nursing, Continuing↗
PubMed1997

Analysis of the effectiveness of an endoscopy education program in improving residents' laparoscopic skills.

OBJECTIVE: To evaluate the effectiveness of a gynecologic endoscopy education program in enhancing residents' proficiency in laparoscopic surgery. METHODS: The program was designed to provide residents with the knowledge and skills necessary for laparoscopic surgery, before entering the operating room, in a cost-effective manner that honored the principles of adult education. The 7-week program included didactic sessions to provide conceptual learning but focused on practical skills enhancement through practice in both pelvic trainer and animal laboratory settings. The program design included dominant, nondominant, and two-handed skills as well as models for laparoscopic dissection, hemostasis, and suturing. The evaluation of the program is based on timing of laparoscopic skills as well as resident and faculty evaluation of laparoscopic proficiency at the beginning and end of the program. RESULTS: Prior to the program, 48% of residents and 75% of faculty were satisfied with laparoscopic training. All residents improved operating times in pelvic trainer skills after the program, with first-year residents improving by 68%, third-year residents by 58%, and fourth-year residents by 72%. The residents self-assessment of competence in 14 laparoscopic skills revealed an increase in all skills following the program. The faculty assessment showed an upward trend in skills competence. At the conclusion of the program, 100% of residents and 92% of faculty were satisfied with the laparoscopic training. CONCLUSION: A structured program emphasizing skills enhancement is an effective approach to improve residents' performance in laparoscopic surgery.

Clinical Competence↗