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Measuring Surgical Skills in Simulation-based Training.

Kivanc Atesok1, Richard M Satava, J Lawrence Marsh

  • 1From the Department of Orthopaedic Surgery, University of Alabama at Birmingham, Birmingham, AL (Dr. Atesok), the Department of Surgery, University of Washington Medical Center, Seattle, WA (Dr. Satava), the Department of Orthopaedics and Rehabilitation, University of Iowa, Iowa City, IA (Dr. Marsh), and the Department of Orthopaedics, University of North Carolina at Chapel Hill, Chapel Hill, NC (Dr. Hurwitz).

The Journal of the American Academy of Orthopaedic Surgeons
|September 28, 2017
PubMed
Summary
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Simulation-based surgical training enhances patient safety and skill acquisition compared to traditional methods. Standardized skill measurement techniques are crucial as simulators become more integrated into surgical education.

Area of Science:

  • Medical Education
  • Surgical Training
  • Simulation Technology

Background:

  • Traditional surgical apprenticeship models face challenges in patient safety, skill acquisition efficiency, and cost.
  • Simulation-based surgical training offers a viable alternative, increasingly adopted in surgical education and board certification assessments.
  • The integration of simulation necessitates valid and objective methods for measuring surgical skills.

Purpose of the Study:

  • To review the current landscape of simulation-based surgical skills training.
  • To identify common techniques used for measuring skills acquired through surgical simulators.
  • To highlight the need for standardization in skill assessment methodologies.

Main Methods:

  • Literature review of simulation-based surgical training and skill assessment techniques.

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  • Analysis of commonly employed measurement tools such as surveys, Objective Structured Assessment of Technical Skills (OSATS), global rating scales, video recording, and motion tracking.
  • Examination of the variability in the application of these techniques.

    • Main Results:

    • Simulation-based training effectively addresses concerns related to patient safety, skill acquisition, and cost in surgical education.
    • Commonly used skill measurement techniques include questionnaires, OSATS, global rating scales, video analysis, and motion tracking.
    • Current application of these techniques lacks standardization, often depending on investigator preference.

    Conclusions:

    • Simulation-based methods are essential for modern surgical education and assessment.
    • Standardization of skill measurement techniques is imperative for consistent and reliable evaluation of surgical proficiency.
    • Further efforts are needed to establish national and international standards for simulator-based skill assessment.