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2008, Gastroenterology
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10 times an easy, a medium and a difficult task with endoscopic equipment on a NOTES skillsbox. Time and errors were meassured, an overall score allocated and evaluated statistically. RESULTS: Group 3 performed all 3 of their allocated tasks significantly worse when compared to group 1 and 2 (p<0,05). No differences were detected between the performances of group 1 and 2 for the easy and the medium task (p>0,05). Group 1 performed the difficult tasks significantly better than group 2 (p<0,05). Group 2 demonstrated a very rapid learning curve between the first and tenth performance with a significantly better result for the tenth time of performance when compared to the first (p<0,05). CONCLUSION: The data support the conclusion that endoscopically inexperienced laparoscopic surgeons learn very quickly the handling of endoscopic equipment. Their initial performance is superior when compared to individuals without any surgical training. Furthermore, intitial performance is similar when compared to trained endoscopists for easy and tasks of moderate difficulty. However, endoscopists are still superior in handling endoscopic material for complex tasks when compared to endoscopically untrained surgeons. The data therefore suggest that laparoscopic surgeons are not severely disadvantaged by their lack of endoscopic experience and-due to their surgical experience-should perform NOTES.
Journal of Gastrointestinal Surgery, 2008
Introduction Natural orifice transluminal endoscopic surgery (NOTES) is a multidisciplinary surgical technique. If conventional endoscopic instrumentation can be easily mastered, surgeons with laparoscopic experience could head NOTES interventions. Materials and Methods Thirty individuals were tested for endoscopic dexterity. Group 1 included seven gastroenterologists, group 2 included 12 laparoscopically experienced surgeons lacking endoscopic experience, and group 3 included 11 interns who had no hands-on endoscopic or surgical experience. Each individual repeated an easy (T1), medium (T2), and difficult (T3) task ten times with endoscopic equipment on a NOTES skills-box. Results Group 3 had significantly poorer performances for all three tasks compared to the other groups. No significant differences were seen between groups 1 and 2 for T1 and T2. The initial T3 performance of group 1 was better than that of group 2, but their performance after repetition was not statistically different. Groups 2 and 3 improved significantly with repetition, and group 2 eventually performed as well as group 1.
Surgical laparoscopy, endoscopy & percutaneous techniques, 2016
Transanal endoscopic surgery (TES) can be technically difficult due to the constraints of operating through a narrow proctoscope channel. In this study, we compared the performance of surgical novices using instruments with and without articulating shafts to perform a simulated TES task. Medical students each performed 10 repetitions of the Fundamentals of Laparoscopic Surgery circle-cut task. Participants were randomized into 3 groups: 2 performed the task through a TES proctoscope using scissors with either a rigid (TES-R) or articulating (TES-A) shaft. The third group performed the task laparoscopically (LAP). A total of 31 medical students participated. The LAP group had a faster mean task time than both the TES-R and TES-A groups (LAP 201±120 s vs. TES-R 362±212 s and TES-A 405±212 s, both P <0.001). The TES-R group made more errors (ie, deviation from a perfect circle) than both the other groups. The TES-R group adjusted the proctoscope position during more repetitions than...
The American Journal of Surgery, 2009
BACKGROUND: The study was carried out to determine the learning curve patterns for basic laparoscopic technical skills. METHODS: Thirty-seven surgical residents with limited laparoscopic experience performed 10 repetitions of 6 tasks on a virtual-reality trainer (MIST-VR) with standardized distribution of practice. Assessment was based on time, errors, and economy of motion as measured by MIST-VR. Proficiency levels were established by testing experienced laparoscopic surgeons. RESULTS: Four learning curve patterns were determined. Surgeons in group 1 (5.4%) demonstrated proficiency from the beginning; group 2 (70.3%) achieved predefined expert criteria between 2 and 9 repetitions; group 3 (16.2%) demonstrated improvement but was unable to achieve proficiency within 10 repetitions. Group 4 (8.1%) underperformed and showed no tendency of skills improvement, reflecting a group of subjects who probably are unable to learn laparoscopic technique. CONCLUSIONS: The results indicated that a group of subjects could not reach proficiency in the psychomotor skills relevant for laparoscopy. We believe that this is an important issue that should be addressed in future research.
Pediatric Surgery International, 2015
Aim To develop and validate a scoring system for a training assessment tool using a box trainer which can objectively demonstrate progression in laparoscopic skills. Method 170 assessments were performed over a 5-year period by doctors working in a busy paediatric surgical department. Each participant was scored based on experience and then undertook six laparoscopic tasks in a box trainer in a dry skills lab. The quicker and more accurate the performance, the lower the score. Validity and reliability tests were applied. Results Pearson correlation coefficient demonstrated that more experienced surgeons performed better than novices with an r of-0.63 (p \ 0.001). The mean assessment scores improved (reduced) with increasing experience score [4140 (0-20), 2696 (21-40), 1969 ([40) p \ 0.001]. Improvement in score was seen at all experience levels with greatest improvement seen in the less experienced (2315, 1820, 1571 p \ 0.001). Cronbach's alpha was 0.70 and the intraclass correlation coefficient for test-retest reliability was 0.81. Conclusion Construct validity with adequate reliability has been demonstrated for this simple training tool and scoring system. All experience levels demonstrated improvement in their laparoscopic skills by simulation training in a laparoscopic box trainer.
Annals of Surgery, 2007
Objective: To assess the use of a synchronized video-based motion tracking device for objective, instant, and automated assessment of laparoscopic skill in the operating room. Summary Background Data: The assessment of technical skills is fundamental to recognition of proficient surgical practice. It is necessary to demonstrate the validity, reliability, and feasibility of any tool to be applied for objective measurement of performance. Methods: Nineteen subjects, divided into 13 experienced (performed Ͼ100 laparoscopic cholecystectomies) and 6 inexperienced (performed Ͻ10 LCs) surgeons completed LCs on 53 patients who all had a diagnosis of biliary colic. Each procedure was recorded with the ROVIMAS video-based motion tracking device to provide an objective measure of the surgeon's dexterity. Each video was also rated by 2 experienced observers on a previously validated operative assessment scale. Results: There were significant differences for motion tracking parameters between the 2 groups of surgeons for the Calot triangle dissection part of procedure for time taken (P ϭ 0.002), total path length (P ϭ 0.026), and number of movements (P ϭ 0.005). Both motion tracking and video-based assessment displayed intertest reliability, and there were good correlations between the 2 modes of assessment (r ϭ 0.4 to 0.7, P Ͻ 0.01). Conclusions: An instant, objective, valid, and reliable mode of assessment of laparoscopic performance in the operating room has been defined. This may serve to reduce the time taken for technical skills assessment, and subsequently lead to accurate and efficient audit and credentialing of surgeons for independent practice.
Gastrointestinal Endoscopy, 2015
Background: There is no objective methodology to assess trainee progress in endoscopy. Our prior work has detailed the development of the endoscopic part-task training box. Objective: To assess validity evidence regarding relationship to other variables by evaluating a correlation between level of endoscopic experience and training box score.
Surgical Endoscopy, 2001
Objectives: This study demonstrates the application of timeaction analysis to the evaluation of task performance of diagnostic laparoscopy with laparoscopic ultrasonography. Methods: The first 25 diagnostic laparoscopies with laparoscopic ultrasonography performed by a surgical resident were analyzed and compared with the outcomes of these procedures performed by an experienced surgeon. The time, actions, and correctness of task performance were evaluated. Furthermore, outcome correctness and postoperative complications were assessed. Results: No postoperative complications occurred. The resident made one wrong diagnosis, for which the cause was detected by peroperative analysis. Additionally, 1% of the subtasks were performed only partially, 4% not at all, and 2% using the wrong technique. The efficiency for most diagnostic tasks remained significantly lower than that of the experienced surgeon (p < 0.001). Conclusions: Time-action analysis can be used to provide detailed insight into the quality and efficiency of learning surgical skills. It enables objective measurement of correctness in task performance as well as time and action efficiency.
Bătăliile de la Mărăşti, Mărăşeşti şi Oituz în dinamica Primului Război Mondial, 2018
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