Simulation Training In Surgery Research Articles

Simulator training in fetoscopic laser surgery for twin-twin transfusion syndrome: a pilot randomized controlled trial

To evaluate the effect of a newly developed training curriculum on the performance of fetoscopic laser surgery for twin-twin transfusion syndrome (TTTS) using an advanced high-fidelity simulator model. Ten novices were randomized to receive verbal instructions and either skills training using the simulator (study group; n = 5) or no training (control group; n = 5). Both groups were evaluated with a pre-training and post-training test on the simulator. Performance was assessed by two independent observers and comprised a 52-item checklist for surgical performance (SP) score, measurement of procedure time and number of anastomoses missed. Eleven experts set the benchmark level of performance. Face validity and educational value of the simulator were assessed using a questionnaire. Both groups showed an improvement in SP score at the post-training test compared with the pre-training test. The simulator-trained group significantly outperformed the control group, with a median SP score of 28 (54%) in the pre-test and 46 (88%) in the post-test vs 25 (48%) and 36 (69%), respectively (P = 0.008). Procedure time decreased by 11 min (from 44 to 33 min) in the study group vs 1 min (from 39 to 38 min) in the control group (P = 0.69). There was no significant difference in the number of missed anastomoses at the post-training test between the two groups (1 vs 0). Subsequent feedback provided by the participants indicated that training on the simulator was perceived as a useful educational activity. Proficiency-based simulator training improves performance, indicated by SP score, for fetoscopic laser therapy. Despite the small sample size of this study, practice on a simulator is recommended before trainees carry out laser therapy for TTTS in pregnant women.

Introducing a laparoscopic simulation training and credentialing program in gynaecology: an observational study.

Simulation training in laparoscopic surgery has been shown to improve surgical performance. To describe the implementation of a laparoscopic simulation training and credentialing program for gynaecology registrars. A pilot program consisting of protected, supervised laparoscopic simulation time, a tailored curriculum and a credentialing process, was developed and implemented. Quantitative measures assessing simulated surgical performance were measured over the simulation training period. Laparoscopic procedures requiring credentialing were assessed for both the frequency of a registrar being the primary operator and the duration of surgery and compared to a presimulation cohort. Qualitative measures regarding quality of surgical training were assessed pre- and postsimulation. Improvements were seen in simulated surgical performance in efficiency domains. Operative time for procedures requiring credentialing was reduced by 12%. Primary operator status in the operating theatre for registrars was unchanged. Registrar assessment of training quality improved. The introduction of a laparoscopic simulation training and credentialing program resulted in improvements in simulated performance, reduced operative time and improved registrar assessment of the quality of training.

Current status of robotic simulators in acquisition of robotic surgical skills.

This article provides an overview of the current status of simulator systems in robotic surgery training curriculum, focusing on available simulators for training, their comparison, new technologies introduced in simulation focusing on concepts of training along with existing challenges and future perspectives of simulator training in robotic surgery. The different virtual reality simulators available in the market like dVSS, dVT, RoSS, ProMIS and SEP have shown face, content and construct validity in robotic skills training for novices outside the operating room. Recently, augmented reality simulators like HoST, Maestro AR and RobotiX Mentor have been introduced in robotic training providing a more realistic operating environment, emphasizing more on procedure-specific robotic training . Further, the Xperience Team Trainer, which provides training to console surgeon and bed-side assistant simultaneously, has been recently introduced to emphasize the importance of teamwork and proper coordination. Simulator training holds an important place in current robotic training curriculum of future robotic surgeons. There is a need for more procedure-specific augmented reality simulator training, utilizing advancements in computing and graphical capabilities for new innovations in simulator technology. Further studies are required to establish its cost-benefit ratio along with concurrent and predictive validity.

Short-duration virtual reality simulation training positively impacts performance during laparoscopic colectomy in animal model: results of a single-blinded randomized trial

Several studies have demonstrated skills transfer after virtual reality (VR) simulation training in laparoscopic surgery. However, the impact of VR simulation training on transfer of skills related to laparoscopic colectomy remains not investigated. The present study aimed at determining the impact of VR simulation warm-up on performance during laparoscopic colectomy in the porcine model. Fourteen residents naive to laparoscopic colectomy as surgeons were randomly assigned in block to two groups. Seven trainees completed a 2-h VR simulator training in the laparoscopic sigmoid colectomy module (study group). The remaining seven surgeons (control group) underwent no intervention. On the same day, all participants performed a sigmoid colectomy with anastomosis on a pig. All operations were video recorded. Two board-certified expert colorectal surgeons independently assessed performance during the colectomy on the swine. Examiners were blinded to group assignment. The two examiners used a previously validated clinical instrument specific to laparoscopic colectomy. The primary outcome was the generic and specific skills score values. Surgeons undergoing short-duration training on the VR simulator performed significantly better during laparoscopic colectomy on the pig regarding general and specific technical skills evaluation. The average score of generic skills was 17.2 (16.5-18) for the control group and 20.1 (16.5-22) for the study group (p=0.002). The specific skills average score for the control group was 20.2 (19-21.5) and 24.2 (21-27.5) for the study group (p=0.001). There was acceptable concordance (Kendall'sW) regarding the video assessment of generic (W=0.78) and specific skills (W=0.84) between the two examiners. A single short-duration VR simulator practice positively impacted surgeons' generic and specific skills performance required to accomplish laparoscopic colectomy in the swine model.

Ophthalmic Surgery Simulator Training Improves Resident Performance of Capsulorhexis in the Operating Room

To assess the effect of a Capsulorhexis Intensive Training Curriculum (CITC) on the rates of errant, continuous, curvilinear capsulorhexes (CCCs) during cataract surgery among resident surgeons at a teaching hospital. Retrospective educational interventional case series. A total of 1037 consecutive cataract surgeries performed at Harbor-UCLA Medical Center during 4 consecutive academic years were considered. The baseline cohort consists of 434 cataract surgeries performed during the 2 academic years before the intervention. The postintervention cohort consists of 603 cataract surgeries performed during the following 2 consecutive academic years. The principal intervention was the introduction of the CITC for residents on the Eyesi (VRmagic, Mannheim, Germany) ophthalmic virtual reality surgical simulator. The main outcome measure was the rate of errant CCCs among the capsulorhexes performed during resident surgical cases. Errant CCCs were defined as attempted CCCs that resulted in the attending physician taking over, radialization of the CCC, conversion to can-opener capsulorhexis, or any combination of the 3 aforementioned conditions. Secondary measures included the use of trypan blue during CCC and correlating errant CCC and surgeons' level of training (postgraduate year [PGY]). There were 68 errant CCCs (15.7%) in the baseline cohort and 30 errant CCCs (5.0%; P<0.0001) in the postintervention cohort, a 3.2-fold or 68% reduction. The use of trypan blue increased from 55.3% in the baseline cohort to 76.0% in the postintervention cohort (P<0.00001), but within each cohort there was no significant difference in the rate of errant CCCs whether trypan blue was used or not. In the baseline cohort, there was a statistical trend toward fewer errant CCCs among PGY 4 (14.6%) compared with PGY 3 (22.8%) surgeons (P = 0.12). The postintervention cohort showed no significant difference in errant CCC rates between PGY 3 (4.4%) and PGY 4 (5.1%) surgeons (P = 1.00). This study strongly suggests that virtual reality surgical simulation training with the CITC on the Eyesi reduces the rate of errant capsulorhexes. The incorporation of a formal program for surgical training via virtual reality simulation should be strongly considered in ophthalmology resident surgical education to reduce the unnecessary risk of complications for live patients.

Intensive cataract training: a novel approach

To evaluate the safety of an intensive cataract surgery training programme. An intensive cataract surgery training programme was implemented in August 2010 for year 3 ophthalmology trainees in the East Midlands Deanery North Rotation (United Kingdom). Trainees participated in extra-ocular surgery and 50 h of virtual reality cataract surgery simulator training over a 2-year period. Their third year comprised 6 months of intensive phacoemulsification training in a tertiary centre followed by a 6-month period of consolidation in a district general hospital. The complication rates and case numbers were evaluated after the first 2 years of implementation. At 2 years, three trainees had completed a full year of intensive training. In the first 6 months of training, Trainee 1 completed 156 cases, Trainee 2 completed 194 cases, and Trainee 3 completed 151 full cases as primary surgeons with an average rate of posterior capsule rupture (PCR) of 1%. At 12 months, Trainee 1 completed 291, Trainee 2 completed 318, and Trainee 3 completed 294 cases, with an average PCR rate of 0.66%. The trainees required 84 lists on average to complete 150 full cataract procedures. The combination of simulation and the new intensive training programme is safer than the traditional programme for cataract surgery training.

Impact of simulator training on resident cataract surgery

Virtual reality surgery simulation training improves resident performance as measured by the simulator itself and wet-lab performance. This study aims to determine whether virtual surgery simulator training improves actual resident cataract surgery performance. The first 50 phacoemulsification cases of 20 residents, at a single residency program (Henry Ford Hospital), were retrospectively compared as two groups: before (2007-8) and after (2009-10) introduction of the Eyesi virtual surgery simulator to the surgical training program. Primary outcomes were the incidence of posterior capsule tears and operation duration. All residents received traditional didactic and wet-lab training. Instructor surgeons were surveyed for their impression of the simulator's contribution to resident surgical training. The nonsimulator and simulator groups each comprised 500 cases with 40 and 35 posterior capsule tears respectively. Capsular tear rates for the nonsimulator and simulator groups were 8.8 % and 10 % respectively for the first 25 cases, and 7.2 % and 3.6 % (P = 0.11) respectively for cases 26 through 50 . The percentage of long cases (defined as >40 min) for cases 10 through 50 was 42.3 % and 32.4 % (P = 0.005) for the nonsimulator and simulator groups respectively. Virtual reality surgical simulator training mildly shortens the learning curve for the first 50 phacoemulsification cases. The less adept residents appear to benefit most.

Evaluation of simulation training in cardiothoracic surgery: The Senior Tour perspective

Evaluation of simulation training in cardiothoracic surgery: The Senior Tour perspective

Simulation Training in Surgery

Surgical training consists of developing cognitive, clinical, and technical skills. Current surgical training in the USA is based on the German-style residency training system introduced by Sir William Halsted at Johns Hopkins Hospital in 1889, with an emphasis on graded responsibility, in which the surgical technical skills in the resident programs were traditionally acquired through mentoring. 1 However, recent advances in minimally invasive surgical technology, educational and motor skill learning theory, and mounting pressures in the clinical environment have raised questions about the reliance on this approach to teaching technical skills in the young generation of surgeons. Therefore, replication of surgical situations through biological models, such as animals and human cadavers, and more recently, the development of nonbiological simulators housed in training laboratories or centers, have been developed. 2 Development of Simulation Training in Surgery

Evaluation of simulation training in cardiothoracic surgery: The Senior Tour perspective

The study objective was to introduce senior surgeons, referred to as members of the "Senior Tour," to simulation-based learning and evaluate ongoing simulation efforts in cardiothoracic surgery. Thirteen senior cardiothoracic surgeons participated in a 2½-day Senior Tour Meeting. Of 12 simulators, each participant focused on 6 cardiac (small vessel anastomosis, aortic cannulation, cardiopulmonary bypass, aortic valve replacement, mitral valve repair, and aortic root replacement) or 6 thoracic surgical simulators (hilar dissection, esophageal anastomosis, rigid bronchoscopy, video-assisted thoracoscopic surgery lobectomy, tracheal resection, and sleeve resection). The participants provided critical feedback regarding the realism and utility of the simulators, which served as the basis for a composite assessment of the simulators. All participants acknowledged that simulation may not provide a wholly immersive experience. For small vessel anastomosis, the portable chest model is less realistic compared with the porcine model, but is valuable in teaching anastomosis mechanics. The aortic cannulation model allows multiple cannulations and can serve as a thoracic aortic surgery model. The cardiopulmonary bypass simulator provides crisis management experience. The porcine aortic valve replacement, mitral valve annuloplasty, and aortic root models are realistic and permit standardized training. The hilar dissection model is subject to variability of porcine anatomy and fragility of the vascular structures. The realistic esophageal anastomosis simulator presents various approaches to esophageal anastomosis. The exercise associated with the rigid bronchoscopy model is brief, and adding additional procedures should be considered. The tracheal resection, sleeve resection, and video-assisted thoracoscopic surgery lobectomy models are highly realistic and simulate advanced maneuvers. By providing the necessary tools, such as task trainers and assessment instruments, the Senior Tour may be one means to enhance simulation-based learning in cardiothoracic surgery. The Senior Tour members can provide regular programmatic evaluation and critical analyses to ensure that proposed simulators are of educational value.

Research of Intelligent Multi-Role Collaborative Virtual Surgery Simulation Training System Based on TCP / IP

The paper researchs on the TCP/IP based Multi-Role virtual surgery simulation training system, which is an intelligent surgery simulation training platform .It make a comprehensive application of visual simulation technology, force feedback technology and Human-Computer interaction technology. Visual simulation technology includes virtual reality, artificial intelligence and dynamic modeling. The use of the TCP/IP interfaces expands the number of user and realizes Multi-Roles collaborative in the same virtual simulation surgery training.

The Development of Minimally Invasive Surgery Simulation Training System Based on Virtual Reality Technology

Minimally Invasive Surgery Simulation Training System based on VR technology is comprised of intelligent 3-Dimensional images VR software system and simulated surgical instrument with high perceptibility and high precision force feedback characteristics. Real time VR and simulated instrument with force feedback interact with the operator in real time, achieve high immersive virtual surgery scenario, and allows trainees to perform and improve the whole surgical procedures. By applying synchronized network video server and real-time communication server based on TRP/RTCP, the instructor can view all details of an operator's surgical procedure by a network terminal, and provide real time technical guidance. The system covers minimally invasive surgeries of digestive, urinary, gynecological, thoracic, pediatric , etc.

Influence of surgery simulator training on ophthalmology resident phacoemulsification performance

To determine whether the use of an eye-surgery simulator during ophthalmology residency training improves cataract surgery performance. Department of Ophthalmology, Medical Faculty Associates, George Washington University, Washington, DC, USA. Comparative case series. Residents were divided into a simulator group and a nonsimulator group based on the inclusion or absence of the eye-surgery simulator in residency training. Consecutive resident cataract surgeries with the same attending surgeon were retrospectively reviewed. The phaco time and percentage power and intraoperative complications in each case were recorded. The adjusted phaco time in each case was calculated. The study reviewed 592 surgeries. The mean values for phaco time, percentage phaco power, adjusted phaco time, complication rates, and complication grade were 1.88 minutes (range 0.11 to 7.20 minutes), 25.32% (range 2.2% to 50.0%), 47.58 minutes (range 0.24 to 280.80 minutes), 0.04, and 2.33, respectively, in the simulator group (n = 17) and 2.41 minutes (range 0.04 to 8.33 minutes), 28.19% (range 8.0% to 70.0%), 71.85 minutes (range 0.32 to 583.10 minutes), 0.06, and 2.47, respectively, in the nonsimulator group (n = 25). The Student t tests showed a statistically significant between-group difference in mean phaco time (P<.002), adjusted phaco time (P<.0001), and percentage phaco power (P<.0001). Regression analysis showed a significantly steeper slope of improvement in mean phaco time and power in the nonsimulator group than in the simulator group (P<.0001). Residents who trained using the simulator had shorter phaco times, lower percentage powers, fewer intraoperative complications, and a shorter learning curve. No author has a financial or proprietary interest in any material or method mentioned.

Simulation and skills training in mitral valve surgery

Limited exposure and visualization and technical complexity have affected resident training in mitral valve surgery. We propose simulation-based learning to improve skill acquisition in mitral valve surgery. After reviewing instructional video recordings of mitral annuloplasty in porcine and plastic models, 11 residents (6 integrated and 5 traditional) performed porcine model mitral annuloplasty. Video-recorded performance was reviewed by attending surgeon providing audio formative feedback superimposed on video recordings; recordings were returned to residents for review. After 3-week practice with plastic model, residents repeated porcine model mitral annuloplasty. Performance assessments initially (prefeedback) and at 3 weeks (postfeedback) were based on review of video recordings on 5-point rating scale (5, good; 3, average; 1, poor) of 11 components. Ratings were averaged for composite score. Time to completion improved from mean 31 ± 9 minutes to 25 ± 6 minutes after 3-week practice (P = .03). At 3 weeks, improvement in technical components was achieved by all residents, with prefeedback scores varying from 2.4 ± 0.6 for needle angles to 3.0 ± 0.5 for depth of bites and postfeedback scores of 3.1 ± 0.8 for tissue handling to 3.6 ± 0.8 for suture management and tension (P ≤ .001). Interrater reliability was greater than 0.8. In this sample, composite scores of first-year integrated and traditional residents were lower than those of senior level residents; comparatively, third-year integrated residents demonstrated good technical proficiency. Simulation-based learning with formative feedback results in overall improved performance of simulated mitral annuloplasty. In complex surgical procedures, simulation may provide necessary early graduated training and practice. Importantly, a "passing" grade can be established for proficiency-based advancement.

From virtual reality to the operating room: The endoscopic sinus surgery simulator experiment

Objective Establish the feasibility of a predictive validity study in sinus surgery simulation training and demonstrate the effectiveness of the Endoscopic Sinus Surgery Simulator (ES3) as a training device. Study Design Prospective, multi-institutional controlled trial. Setting Four tertiary academic centers with accredited otolaryngology-head and neck surgery residency programs. Subjects Twelve ES3-trained novice residents were compared with 13 control novice residents. Methods Subjects were assessed on the performance of basic sinus surgery tasks. Their first in vivo procedure was video recorded and submitted to a blinded panel of independent experts after the panel established a minimum inter-rater reliability of 80 percent. The recordings were reviewed by using a standardized computer-assisted method and customized metrics. Results were analyzed with the Mann-Whitney U test. Internal rater consistency was verified with Pearson moment correlation. Results Completion time was significantly shorter in the experimental group (injection P = 0.003, dissection P < 0.001), which, according to the rater panel, also demonstrated higher confidence ( P = 0.009), demonstrated skill during instrument manipulation ( P = 0.011), and made fewer technical mistakes during the injection task ( P = 0.048) compared with the control group. The raters' post hoc internal consistency was deemed adequate ( r > 0.5 between serial measurements). Conclusion The validity of the ES3 as an effective surgical trainer was verified in multiple instances, including those not depending on subjective rater evaluations. The ES3 is one of the few virtual reality simulators with a comprehensive validation record. Advanced simulation technologies need more rapid implementation in otolaryngology training, as they present noteworthy potential for high-quality surgical education while meeting the necessity of patient safety.

Fundamentals of Laparoscopic Surgery simulator training to proficiency improves laparoscopic performance in the operating room—a randomized controlled trial

Fundamentals of Laparoscopic Surgery simulator training to proficiency improves laparoscopic performance in the operating room—a randomized controlled trial

Fundamentals of Laparoscopic Surgery simulator training to proficiency improves laparoscopic performance in the operating room—a randomized controlled trial

Background The purpose of this study was to assess whether training to proficiency with the Fundamentals of Laparoscopic Surgery (FLS) simulator would result in improved performance in the operating room (OR). Methods Nineteen junior residents underwent baseline FLS testing and were assessed in the OR using a validated global rating scale (GOALS) during elective laparoscopic cholecystectomy. Those with GOALS scores ≤15 were randomly assigned to training (n = 9) or control (n = 8) groups. An FLS proficiency-based curriculum was used in the training group. Scoring on FLS and in the OR was repeated after the study period. Evaluators were blinded to randomization status. Results Sixteen residents completed the study. There were no differences in baseline simulator (49.1 ± 17 vs 39.5 ± 16, P = .27) or OR scores (11.3 ± 2.0 vs 12.0 ± 1.8; P = .47). After training, simulator scores were higher in the trained group (95.1 ± 4 vs 60.5 ± 23, P = .004). OR performance improved in the control group by 1.8 to 13.8 ± 2.2 ( P = .04), whereas the trained group improved by 6.1 to 17.4 ± 1.9 ( P = .0005 vs control; P < .0001 vs baseline). Conclusions This study clearly demonstrates the educational value of FLS simulator training in surgical residency curricula.

Open Lobectomy Simulator Is an Effective Tool for Teaching Thoracic Surgical Skills

Simulation has long been appreciated and used in professional industry training. The effectiveness of high-fidelity, low-cost simulators in such settings has led to its integration into surgical education for skill development. Simulation may possibly have a role in surgical specialty training. Replicas of a human torso with a posterolateral thoracotomy incision were constructed from poultry netting and casting fiberglass, and used to house a previously prepared bovine lung. After reviewing computerized instructional material, student volunteers were asked to perform a lobectomy with the assistance of a thoracic surgeon, who also evaluated the subjects. Objective data were collected from knowledge-based examinations and technical skills evaluation scales. Statistical analysis was performed with the Student's t test. The initial success rate was 88.9% (16 of 18). Significant improvements were appreciated in both subjective and objective measures by the third week with weekly repetition. The average operative time was reduced to 34.8 +/- 5 minutes from 48.5 +/- 4.9 minutes (p = 0.01). The average task-specific score was 7.8 +/- 0.8 (versus 5.6 +/- 2.1; p = 0.05), and students achieved an average global performance score of 28.6 +/- 3.8 (p = 0.01). Scores on knowledge-based examinations also significantly improved. This open lobectomy simulation can be used to effectively teach thoracic surgery techniques. Our results prove the effectiveness of simulation training in thoracic surgery. Additional studies will determine whether simulation is effective for different training levels in thoracic surgery.

Computer-Based Simulation Training in Surgery

Computer-based simulation training methods have emerged in mainstream residency training in response to evolving educational demands. These methods include surgical virtual reality (VR), computer driven full patient simulation, and screen-based simulations, of which immersive virtual environments reflect the most recent area of development. Over a single decade, surgical VR has progressed from demonstration of concept to a practical training tool, with a body of validation literature for part-task VR trainers that supports their expanded use, as well as the development of more robust and capable systems to satisfy the need for procedural training. Patient simulation is gradually entering surgical residency training for crisis resource management and team training that might not otherwise be feasible outside clinical settings. In the future, simulation of patient care in virtual environments may constitute a similar experience without the resource demands associated with full patient simulation. Collectively, the use of computers to create simulated learning experiences for surgeons is representative of an experiential learning model that has been far more developed in other undertakings, but which will certainly be more relied on in surgical training in the future.

Simulation training in video-assisted urologic surgery

The current system of surgical education is facing many challenges in terms of time efficiency, costs, and patient safety. Training using simulation is an emerging area, mostly based on the experience of other high-risk professions like aviation. The goal of simulation-based training in surgery is to develop not only technical but team skills. This learning environment is stress-free and safe, allows standardization and tailoring of training, and also objectively evaluate performances. The development of simulation training is straightforward in endourology, since these procedures are video-assisted and the low degree of freedom of the instruments is easily replicated. On the other hand, these interventions necessitate a long learning curve, training in the operative room is especially costly and risky. Many models are already in use or under development in all fields of video-assisted urologic surgery: ureteroscopy, percutaneous surgery, transurethral resection of the prostate, and laparoscopy. Although bench models are essential, simulation increasingly benefits from the achievements and development of computer technology. Still in its infancy, virtual reality simulation will certainly belong to tomorrow's teaching tools.