Teaching Of Surgical Techniques Research Articles

The alternative model of silicone for experimental simulation of suture of living tissue in the teaching of surgical technique.

Purpose: To develop a silicone alternative model of tissue suture simulation to be used in the teaching of surgical technique. Methods: Twelve alternative models of silicone for tissue suture simulation were manufactured and implemented as a tool for suture pattern training of undergraduate medical students of Universidade Federal do Amazonas. Forty-eight students participated in the research. The evaluation of the proposed model was done through a questionnaire using the Likert scale, in order to verify the student satisfaction index of the alternative resource and its performance as opposed to the model historically used in the discipline, which is to suture in cloths. Results: The alternative model showed satisfactory results, especially with respect to the structural aspect, such as, better perception of anatomical planes, handling and transport. About 89.58% of positive concordant responses demonstrating expressive approval for incorporation of a complementary form of the alternative methodological proposal of the discipline of surgical technique. Conclusions: The model developed for experimental simulation of tissue sutures has proved to be a fully feasible alternative method for the training of this surgical skill. It is a simple, reproducible and low-cost model.

Chemically Prepared Cat Cadavers in Teaching of Surgical Technique ‐ Evaluation by Students of a Veterinary Medicine Course

It is essential to humanely use live animals in research and teaching activities and consequently, to search for alternative methods that do not prejudice academic or scientific efforts. The objective of this work was to evaluate the opinions of veterinary undergraduate students as to the acceptability of using chemically prepared cat cadavers to teach surgical methods. Ten cadavers of cats were fixed with ethylic alcohol with 5% of glycerine (120ml/kg) for 60 days and preserved in 30% sodium chloride aqueous solution up to one semester. During the conservation time, students were asked to complete an evaluation form at the end of the surgery classes. The students assigned a score of 1 (very bad) to 10 (excellent) to the resistance of the skin (7.94±1.60). muscles (7.98±1.39). stomach (8.12±1.33). intestine (7.54±1.72). and urinary bladder (7.58±1.79) to incision/suture and the malleability of intestines (7.78±1.58), spleen (7.34±2.24) and liver (7.14±2.28) were evaluated. The average score was 7.68 ± 1.74, and 92% of the students were found to be in favor of the use of cadavers. In addition, 90% of the students favored initial surgical training with chemically preserved cadavers, followed by classes including live animals from the Veterinary Hospital who came for elective surgery, such as an orchiectomy or ovariohysterectomy.Support or Funding InformationFAPESP, process 2015/08259‐9.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Experience report on teaching surgical technique without animal use.

To report the experience of the school in implementing the 3 Rs replace, reduce and refine; showing time and assembling cost of the experimental models used in the teaching of Surgical Technique and Experimental Surgery. Assembly time and costs of models: grafts and flaps performed in pork belly, model of intestinal anastomosis and jejunostomy done in Bahiana box and black box model for training videosurgery. Average time and cost estimate: ten minutes-pork belly, cost $ 6.00 per kilogram; two minutes-Bahiana box, cost $ 27.2; Black box-3.6 hours for manufacturing, cost $ 100.00. The repetition of each practice the cost is $ 3.20 for Bahiana box and at no cost to the black box. The experimental models presented are easily reproducible and of low cost.

Priorities in general surgical training

We wished to determine which area of surgical resident training receives the highest priority--surgical technique, surgical judgment, or "book knowledge." We were also interested in how the programs addressed each area, particularly the teaching of surgical technique. A questionnaire was distributed to the program directors and chief residents of all 289 general surgery residency programs in the United States. Answers were received from 144 chief residents (50%) and 152 program directors (53%). Programs to teach surgical judgment and technique were offered by 55 (36%) and 68 (45%) of general surgical residencies. Most program directors (83%) and chief residents (72%) considered surgical judgment the most important aspect of surgical training. Sixty-four percent of chief residents felt they were receiving adequate training in the technical aspects of surgery. Approximately half of the program directors felt that residents needed better training in the technical aspects of surgery. One hundred thirty programs (86%) had specific curricula for teaching "book knowledge." With the advent of minimal access surgery and the constant introduction of new instruments and procedures, new demands are constantly being placed on practicing surgeons. In order to prevent the further fragmentation of general surgery, a more structured approach to the early teaching of surgical skills should be considered.

A discussion on technologies for rural health. Surgical techniques and priorities

This paper compares contemporary western surgical needs (e. g. the surgery of physical decay) with the surgical needs of less developed countries and shows that these are a function of expectations, real and unreal. An outline of the needs of poor societies follows, with examples from practical experience in the Zulu country: e. g. surgery of trauma, including burns; obstruction; childbirth; congenital defect; vision, especially cataract. Also the incidence of cancer is briefly mentioned, stressing the differences between the developed and less developed countries. The priorities are surgery at the periphery. Its extent is discussed along with its surprising range and the concept of the ‘appropriate’ in surgery. Surgery at the central institution is also discussed. The tech­niques available are: ( a ) Anaesthesia, regional and local (e. g. for Caesarean section). ( b ) Fluid replacement; blood and electrolytes. ( c ) Transport: the itinerant surgeon or the mobile patient?; the use of the visiting expert at the periphery; the teaching of surgical techniques to partially trained personnel. ( d ) Anti-microbials: the need for a policy is stressed along with the value of long-acting agents, and the problem of resistant organisms. ( e ) Surgical prophylaxis (e. g. vesico-vaginal fistula, poliomyelitis, epilepsy and burns).

Atlas of Surgical Operations

The first edition of this atlas appeared in 1939 and was immediately received as an excellent volume in the teaching of surgical techniques. Cutler and Zollinger, teacher and pupil in the 1930's, shared equally in the preparation of the first edition. The volume was but one expression of Cutler's desire to make available to students and house staff, who were dearer to him than any professional associate, the visual description of the usual and the unusual surgical procedures. The second and third editions have been the responsibility of Zollinger, whose interest in the surgeon-to-be is as apparent as was that of his teacher. Although I have never performed any more extensive surgery than to lance a boil in the preantibiotic days, I, too, was interested in the earlier editions as excellent teaching volumes. The third edition, extensively revised, maintains the high standards set.