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Randomized double-blinded trial investigating the impact of a curriculum focused on error recognition on laparoscopic
Juliane Bingener1, Tanner Boyd, Kent Van Sickle
1Department of Surgery, University of Texas Health Science Center San Antonio, 7703 Floyd Curl Dr., MC 7842, San Antonio, TX 78229, USA.
Background:
Error recognition predicts technical skill. A curriculum including error recognition may improve laparoscopic suturing performance.
Methods:
Thirty novices were randomized into 2 groups. Each viewed an instruction videotape and underwent timed objective structured assessments of technical skills. Group A practiced the task, group B viewed an error-instruction video, practiced, followed by re-assessment. Participants counted errors on a videotape. Data were analyzed with the Fisher exact text, the Wilcoxon test, and the Kendall tau test.
Results:
The improvement in task time was greater in group A than in group B (P < .001). The objective structured assessments of technical skills scores improved for both groups, but did not reveal differences between the groups. Group B recognized significantly more errors than group A (P < 0.001).
Conclusions:
The additional error instruction showed a negative impact on performance speed, but improved cognitive error recognition. Whether visual memory overload influenced the outcome requires further examination.