PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Surgical training”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed2000

The role of simulation in surgical training.

Surgical training has undergone many changes in the last decade. One outcome of these changes is the interest that has been generated in the possibility of training surgical skills outside the operating theatre. Simulation of surgical procedures and human tissue, if perfect, would allow complete transfer of techniques learnt in a skills laboratory directly to the operating theatre. Several techniques of simulation are available including artificial tissues, animal models and virtual reality computer simulation. Each is discussed in this article and their advantages and disadvantages considered.

Computer Simulation↗
PubMed2003

Lessons learned at sea--ocean sailing as a metaphor for surgical training.

Surgical education is in the process of tumultuous change. Mastering this change will require a new set of competencies and a new understanding of the medical education process. While accreditation agencies are rapidly working to define the new criteria and benchmarks, training programs are quickly pulling together curricula, objectives, and evaluation tools. Yet much has already been learned in other complex, high-risk activities. Blue water sailing, ocean racing, and trans-Atlantic crossing are all activities that require a renewed form of leadership and an understanding of how knowledge, skill, and behavior come together to define the competent sailor. Ideas learned in such endeavors may assist the surgical educator in defining the horizons and the hazards of this uncharted voyage.

Curriculum↗
PubMed1991

The impact of a resident-directed survey on the education curriculum of a university surgical training program.

Surgical training programs use various objective and subjective means to evaluate housestaff performance. However it is less clear how to assess the quality of the educational experience the program itself provides. This study examines the use of a resident-directed survey as a means of identifying and rectifying weakness in a surgical training curriculum. Multiple choice questionnaires covering each of 14 senior rotations were prepared by chief residents and distributed to all senior surgical residents in April 1989 (year I). The survey covered factors considered vital to resident education, including operative experience, input into preoperative and postoperative decisions, autonomy, and time demands, and an overall rating (OR) of the educational quality of the rotations. Responses were numerically graded: 1, appropriate; 0, fair; -1, inadequate (or "excessive" for the variable "time demands"). The results, which were presented and discussed at a departmental retreat that spring, prompted specific curriculum changes for the 1989-1990 academic year. An identical survey was conducted the next spring (year II). Major reorganizational changes were made in three of the four negatively rated rotations from year I. The OR for each of the rotations improved dramatically in year II (average increase of 0.64/rotation; p less than 0.05). None of the eight favorably rated rotations in year I suffered a reduction in OR as a result of the changes. Case load, intraoperative involvement, and input in both preoperative and postoperative decisions correlated most frequently with favorable ORs in both years. This study shows that a resident survey is an effective tool for critically assessing the education curriculum of a surgical training program.

Curriculum↗
PubMed1996

Basic surgical training. 1: Postgraduate surgical examinations in the UK and Ireland.

This report is concerned with the place of the basic medical sciences, and particularly of anatomy, in the training of surgeons in the UK and Ireland. It reviews the present arrangements and their perceived shortcomings and outlines the proposals for a new 2-year program of Basic Surgical Training drawn up by the four Royal Colleges of Surgery in the UK and Ireland. The new proposals severely restrict the time available to surgical trainees for study of anatomy, exposure to which has already been drastically curtailed in the undergraduate medical course. Although it is intended by the Royal Colleges that specialized anatomy appropriate to the various surgical specialties will be examined during Higher Surgical Training, the author contends that anatomy as it applies to all aspects of surgery must be learned and examined thoroughly during Basic Surgical Training. Examination by MCQs' alone is not enough: there is a need for practical assessment in the final assessment at the end of Basic Surgical Training, and this should involve anatomists as well as surgeons. Surgical skills are built upon anatomical knowledge, the study and examination of which must not be reduced to a level where it is detrimental to the care of patients.

Anatomy↗
PubMed2005

Comparison of the sensitivity of physical and virtual laparoscopic surgical training simulators to the user's level of experience.

BACKGROUND: The recent focus on quality of care and patient safety has been accompanied by increased interest in standardizing the training for laparoscopic surgeons. Studies have shown that laparoscopic simulators can be used to train surgical skills. Therefore, we designed an experiment to compare the effectiveness of two popular training systems. One system was based on a physical model, whereas the other used a virtual reality model. METHODS: A total of 32 medical students and residents were tested on both simulators. Time required for task completion and number of errors committed were recorded and compared. RESULTS: The physical training system differentiated among experience levels on three of the five tasks when time was used as a measure and four of five tasks when score was used, whereas the virtual reality system yielded statistically significant results in eight of 13 tasks for time and in five of 13 tasks for score. CONCLUSION: The physical model is more sensitive than the virtual reality one in detecting differences in levels of laparoscopic surgical experience.

Computer Simulation↗
PubMed1993

An explanation of the role of individual performance review in surgical training.

The consultant's success depends upon his/her staff. If the consultant is to provide a more efficient service the staff must be encouraged to develop and supplement their own skills. Individual Performance Review (IPR) is a technique that has been introduced to develop the managerial skills of NHS staff. However, its considerable benefits have not yet been extensively applied in clinical specialties. This article describes the current role of IPR and appraisal interviews in the process of training surgical house officers and senior house officers in a district hospital.

Consultants↗
PubMed2003

A survey of residents and faculty regarding work hour limitations in surgical training programs.

HYPOTHESIS: Surgical faculty and residents have significantly different attitudes regarding work hour restrictions. SETTING: All general surgery residencies approved by the Accreditation Council for Graduate Medical Education (ACGME). PARTICIPANTS: All voluntarily participating surgical faculty and residents. MAIN OUTCOME MEASURES: Current hours worked, days off per month, and attitudes and opinions regarding the current surgical-training environment. METHODS: A 17-question survey instrument was mailed to the program directors of all ACGME-approved surgical-training programs in the United States. They were requested to distribute the survey to all faculty and residents for completion and to return the forms for analysis. RESULTS: Responses (N = 1653) were received from 46% of surgical-training programs. A significant difference was noted between faculty and resident responses in most categories. Most residents (87%) reported more than 80 duty hours per week, whereas 45% reported working more than 100 hours per week. Only 30% of residents reported an average of 1 day per week free of clinical activities. Although a minority of residents (43%) felt that their workload was excessive, 57% felt that their cognitive abilities had been impaired by fatigue. A significant number of residents (64%) and faculty (39%) believe that duty hour restrictions should be adopted. A minority of residents (20%) and faculty (47%) believe that the duration of residency training should be increased to compensate for duty hour restrictions. One quarter of residents regret choosing a career in surgery. CONCLUSIONS: Current duty hours for most surgical residents exceed the proposed ACGME limits. Although most residents support duty hour limits; surgical faculty are less supportive. Significant alterations in the current design and structure of surgical-training programs will be required to meet the ACGME guidelines.

Adult↗
PubMed2005

Personal satisfaction and mentorship are critical factors for today's resident surgeons to seek surgical training.

The specific aim of this study was to summarize the viewpoints of the Resident and Associate Society of the American College of Surgeons (RAS-ACS) membership regarding current training and quality of life-related issues prior to implementation of the new duty-hour guidelines. The goal was to gain insight of the members that may be useful to recruit and guide the future training of surgical residents. An Internet-based survey was developed to evaluate the viewpoints of RAS-ACS. The survey was administered by Esurveymaker.com via the ACS Web page from 2000 to 2003. RAS-ACS member participation was voluntary and anonymous. Analyses were performed to determine the frequency of response for each survey item. Two hundred thirty-five members completed the survey representing 5 per cent of RAS-ACS. Eighty-four per cent were general surgery residents. Personal satisfaction (64%) and mentorship (49%) were top factors for respondents to pursue surgical training; discussion with colleagues and future income was less important. Forty-five per cent reported that job performance was their most important concern during residency. A rewarding surgical career and family life were ranked as the most important expectations. Eighty-six per cent reported that they were satisfied with their residency, and 66 per cent reported that work hours should be limited. Personal satisfaction and mentorship were critical factors for members of the RAS-ACS to seek surgical training. Although most of the members report that work hours should be limited, an overwhelming majority reports satisfaction with surgical training prior to institution of the new duty-hour guidelines. Further emphasis on mentorship and work-hour reform may be beneficial in recruiting medical students into surgical residencies.

Female↗
PubMed1999

Anatomy, demonstrating and basic surgical training.

Calmanisation of surgical training has led to the introduction of the concept of a two-year basic surgical training (BST) rotation. Successful completion of this training is assessed by the new MRCS/AFRCS examination. Within these constraints there is no room for the previously popular anatomy demonstrating posts. The aim of this study, therefore, was to examine the views of FRCS and MRCS surgical trainees about their own demonstrating experience, their current anatomical knowledge and on the future value of anatomy demonstrating.

Anatomy↗