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Is In-Vivo laparoscopic simulation learning a step forward in the Undergraduate Surgical Education?
Panteleimon Pantelidis1, Michail Sideris2, Georgios Tsoulfas1
1Aristotle University of Thessaloniki, Greece.
Annals of Medicine and Surgery (2012)
|April 18, 2017
Summary
This study found no significant difference in undergraduate surgical trainees' laparoscopic skills performance when comparing a low-fidelity dry-lab simulator versus a high-fidelity swine model. The order of training modules did not impact skill acquisition.
Area of Science:
- Surgical Education
- Medical Simulation
- Laparoscopic Surgery Training
Background:
- Laparoscopic skills are crucial in surgical education.
- Simulation-Based Learning (SBL) models are widely used.
- This study investigates the impact of training module order on performance.
Purpose of the Study:
- To compare delegate performance between "Fundamentals in Laparoscopic Surgery" (FLS) dry-lab and "In Vivo" swine models.
- To determine if the sequence of these modules affects learning outcomes.
Main Methods:
- 37 EU medical students were divided into two groups.
- Both groups completed FLS (dry-lab) and "In Vivo" (swine) modules.
- Direct Observation of Procedural Skills (DOPS) assessed performance.
Main Results:
- No statistically significant difference in DOPS scores between FLS and "In Vivo" modules (p=0.128).
- Performance was not affected by gender, year of study, school, or handedness.
- Module sequence did not influence performance in either model.
Conclusions:
- Low-fidelity FLS models can be effective for early undergraduate laparoscopic training.
- "In Vivo" simulation did not significantly enhance performance improvement at the undergraduate level.
- Further research is needed to determine optimal timing for high-fidelity simulation introduction.