scholarly journals Could Training in an Anatomical Model Be Useful to Teach Different Neovagina Surgical Techniques? A Descriptive Study about Knowledge and Experience of Techniques for Neovagina Surgery

2020 ◽  
Vol 9 (11) ◽  
pp. 3722
Author(s):  
María Luísa Sanchez-Ferrer ◽  
Grigoris Grimbizis ◽  
Michele Nisolle ◽  
Enrique Salmeron-González ◽  
Luis Gómez-Pérez ◽  
...  
Keyword(s):  
Online Survey ◽  
Surgical Techniques ◽  
Computer Application ◽  
Teaching Model ◽  
Real Patient ◽  
Vaginal Agenesis ◽  
Teaching Procedure ◽  
Surgical Teaching ◽  
Laparoscopic Vision ◽  
Cadaveric Model

Neovagina surgery in patients with vaginal agenesis is rare. No consensus exists regarding the best surgical technique. The aims of the current study were to show a new Thiel-embalmed cadaveric model to teach the surgical steps for different techniques of neovagina surgery and to evaluate opinions of this surgical teaching procedure. Four techniques—modified McIndoe, Vecchietti, Davydov, and vulvoperineal pediculated flaps—were recorded using an external camera and/or laparoscopic vision during their execution in a dissection room on “feminized” male cadavers. To determine the opinion of this teaching model, we designed an anonymous online survey that was available to participants via a computer application. After watching the video, more than 92% of participants agreed that feminized male cadavers were an excellent procedure for teaching these surgical techniques. Before watching this video, the most employed techniques were the McIndoe and Vecchietti procedures. After watching the video, modified McIndoe and vulvoperineal flaps were preferred by participants because they were considered to be easier to perform. It was considered that this model was useful for training neovagina techniques and, moreover, it should be recommended before techniques were performed on a real patient. Further investigation is needed to validate this model.

scholarly journals Development of a posterior sagittal anorectal surgical teaching model

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
J. A. van Ling ◽  
G. M. J. Bökkerink ◽  
I. de Blaauw ◽  
S. M. B. I. Botden
Keyword(s):  
Low Cost ◽  
Target Group ◽  
Teaching Model ◽  
Perineal Body ◽  
Perineal Fistula ◽  
Training Tool ◽  
Surgical Teaching ◽  
Long Term Prognosis ◽  
Structured Approach

Abstract Background An Anorectal Malformation (ARM) is a rare congenital malformation, which requires proper correction to ensure the best long-term prognosis. These procedures are relatively infrequent and complex, in which a structured approach is important. Therefore, training on an affordable model could be beneficial. Methods A low-cost ARM model was developed. The base was reusable and the perineal body disposable. Both expert pediatric surgeons (Experts) and residents/fellows (Target group) were recruited for this study. After testing the model, they completed a questionnaire regarding the realism and didactic value of the model, using a 5-point Likert scale. Results Forty-four participants were recruited (Target group n = 20, Experts n = 24). The model has high mean scores of 3.8–4.4 for the total group and even higher on several aspects by the Target group. The experts regarded the haptics and manipulation of the fistula less realistic than the Target group (3.7 versus 4.3, p = 0.021 and 4.2 versus 4.6, p = 0.047). It was considered to be a very good training tool (mean 4.3), without significant differences between the groups. Conclusions These results show general consensus that this model is a potent training tool for the component steps of the repair of an ARM with recto-perineal fistula by sagittal approach.

scholarly journals The Teaching Model through Problem-Based Learning in a Course on Bibliographic Research

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Ruth Cristina Hernández-Ching
Keyword(s):  
Focus Groups ◽  
Online Survey ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Research Approach ◽  
Epistemological Foundation ◽  
Communication Processes ◽  
Survey Results ◽  
The One ◽  
Formative Learning

The experience of applying problem-based learning (PBL) technique in the Bibliographic Research course from a Bachelor of English study plan of a public university during the first half of 2014 is shared. The investigation aimed to answer the following question: Does the problem-based learning technique in the Bibliographic Research course allows to implement the main tenets of the teaching model: epistemological foundation, learning theory, methodology and didactics, and communication processes? The research approach proposed was qualitative, and triangulation for measuring variables was implemented. The following instruments were applied: observation, experience record books, and focus groups. Furthermore, formative learning was measured by means of an online survey. Results of the instruments were categorized using technology-based tools such as Wordle (observation), NVivo (record books) and MindNode (focus groups). A convenience sampling was used to collect data from eight students enrolled in the Bibliographic Research course, ten students of Integrated English II for non-English majors, and the researcher, as professor of the courses. It was determined that the PBL technique permitted to reach the main tenets of the teaching model. It was identified that the teacher was the main learner, and the one who benefited from the process, since a culture of knowledge, throughout the course, was created. It was also concluded that this technique allowed to develop twenty-first century skills. It would be valuable to quantify whether the development of the four basic skills of English, especially the conversation one, improves using the technique along with technologies.

scholarly journals A Nurse Training Program for Robotic Skills Acquisition and Career Advancement

Acta Medica ◽  
2021 ◽  
pp. 1-4
Author(s):  
Ahmet Gudeloglu ◽  
Sijo Parekattil
Keyword(s):  
Training Program ◽  
Online Survey ◽  
Surgical Techniques ◽  
Nursing Program ◽  
Nurse Training ◽  
Skills Acquisition ◽  
State College ◽  
Hands On ◽  
Robotic Skills ◽  
Live Surgery

Objective: Robotic surgery presents the state of the art surgical techniques in the era of minimally invasive surgery. A nurse’s role in surgery has been altered with the development of robotics. Our unique program at Polk State College in Florida was a robotic nursing program in which we certified nurses after a great deal of training. In this study our goal was to assess the survey outcomes of this program and to see if there was room for any improvements. Materials and Methods: We have successfully completed 4 three-day courses. During these courses we trained a total of 30 nurses and technicians. This special three-day course involved learning through online modules, didactic education, hands on training, and live surgery. We asked for their response to various questions about the course through an online survey. The trainees were asked to rank the questions about the program. Results: We obtained 20 out of 30 responses from our certified trainees. Seventy-five percent of the certified trainees agree that this robotics nursing program has helped them advance in a career. Overall, 85% of the certified trainees stated that this program was beneficial to them, and 95% agree that they would recommend this robotic nursing program to others. Conclusion: This survey demonstrated a well-designed robotics nurse-training program might help trainees to gain robotic skills. Also, they declared that their certification helped them make some kind of advance in their career.

scholarly journals EP.TU.825Virtual general surgery teaching for higher surgical trainees in KSS during COVID-19

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
James O'Brien ◽  
Noor Obeid ◽  
Sally Tucker ◽  
Will Hawkins
Keyword(s):  
General Surgery ◽  
Response Rate ◽  
Teaching Quality ◽  
Teaching Model ◽  
Web Survey ◽  
Traditional Teaching ◽  
Social Distancing ◽  
Face To Face ◽  
Surgical Trainees ◽  
Surgical Teaching

Abstract Aims From the start of the coronavirus pandemic, it became clear that the traditional deanery teaching model for higher surgical trainees had to change. Face-to-face lectures and tutorials are not appropriate in light of UK government measures, social distancing and reduced non-essential travel. To replace deanery teaching days we established a once weekly programme of evening tutorials, delivered via Zoom by Consultant surgeons, covering a breadth of general surgical specialities. Each session was archived and a secure digital link provided for trainees to watch later if necessary. We conducted a survey of higher surgical trainees to assess response. Methods A 10-question web survey distributed to all general surgery trainees in West KSS. 24/38 trainees responded (response rate 63.2%). Results 75% rated the teaching as very or extremely useful. Commute, personal responsibilities and late theatre/ clinic sessions were barriers to joining teaching live. 71% found it very or extremely enjoyable. 78% found it at least as good as traditional teaching days. 87% found it very or extremely relevant to their development as a surgeon. 42% would prefer the Zoom format was utilised for longer sessions, to further recreate the traditional teaching "day". Conclusions Feedback was broadly positive and the tutorials were well received, but probably need to run less frequently than once a week. Half day sessions could be considered. The teaching quality was rated overall better or at least as good as in-person teaching. There appears to be clear benefit in detailed, reflective surgical teaching delivered efficiently via Zoom.

Simulation as a Surgical Teaching Model

2018 ◽  
Vol 96 (1) ◽  
pp. 12-17 ◽  
Author(s):  
José Luis Ruiz-Gómez ◽  
José Ignacio Martín-Parra ◽  
Mónica González-Noriega ◽  
Carlos Godofredo Redondo-Figuero ◽  
José Carlos Manuel-Palazuelos
Keyword(s):  
Teaching Model ◽  
Surgical Teaching

scholarly journals EP.TU.207Maintaining High Quality Surgical Teaching during the COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Charlotte Boardman ◽  
Thomas Moschidis ◽  
Michael Saunders
Keyword(s):  
General Surgery ◽  
Surgical Education ◽  
Online Survey ◽  
High Standard ◽  
District General Hospital ◽  
Missed Opportunities ◽  
Clinical Procedures ◽  
Surgical Teaching ◽  
The Many ◽  
Survey Responses

Abstract Aims The COVID-19 pandemic has resulted in many changes to the delivery of undergraduate surgical education. Formal teaching is now online and exposure to the many different aspects of General Surgery is greatly reduced. We explored how the changes made to the 4-week General Surgery rotation at a district general hospital have impacted on students and their learning. Methods Online survey was used to collect feedback from the students and was compared to data collected prior to the pandemic. Results A total of 10 survey responses were received. Despite the timetable changes, 80% of students rated the placement as Good-Excellent. The students received more registrar/consultant level teaching than previously and rated the teaching to be of a good standard. They logged more clinical procedures and clerked more patients than previously, but clinic attendance remained poor and operating theatre sessions static. Conclusion Despite the added pressures of the pandemic, undergraduate surgical education has been maintained to a high standard. The struggles experienced with the decrease in elective operating lists and fewer surgical clinics does not appear to have impacted significantly when compared to pre-pandemic data. However, this is certainly an area that needs to be improved upon to ensure adequate exposure to surgery. The increase in procedural and clerking experience is perhaps a reflection of greater time spent on the wards. This is certainly of benefit in preparation for foundation training and any missed opportunities for exposure to surgical pathologies have been alleviated by the increase in formal senior-level teaching.

scholarly journals Using Clinically Based Vignettes to Further Develop a Mass Gathering Triage Tool

2019 ◽  
Vol 34 (s1) ◽  
pp. s175-s175
Author(s):  
Jamie Ranse ◽  
Matt Cannon ◽  
Rebecca Roitman ◽  
Julia Morphet
Keyword(s):  
Online Survey ◽  
Clinical Care ◽  
Clinical Skill ◽  
Bachelor's Degree ◽  
Mass Gathering ◽  
Substantial Agreement ◽  
Real Patient ◽  
Moderate Agreement ◽  
Triage Category ◽  
Survey Responses

Introduction:This research builds on a previously developed triage: Mass Gathering Triage Scale (MaGaTT) by Cannon, et al (2017). This tool was targeted towards non-health care professional first responders within mass-gathering events (MGEs). However, this tool had not been evaluated.Aim:To further develop the previously designed MaGaTT using vignettes of clinical cases to: 1) determine variation in decision-making, and 2) inform further tool development prior to real-world testing.Methods:Volunteer members of St. John Ambulance Australia were surveyed using 18 vignettes of de-identified real patient record forms from MGEs covered by St. John Ambulance Australia (NSW) in 2013-2014. Participants were given the MaGaTT and written instructions on its use. Participants triaged 18 patients, recording their decisions on the online survey. Responses against the vignettes were analyzed using Fleiss Kappa [p-bar] measure. A score of 0.61 – 0.8 represented substantial agreement and a score of between 0.41 and 0.6 represented moderate agreement between participants.Results:There were 110 completed responses. The majority of participants were male (n =66, 60%), having completed a Bachelor’s Degree (n =38, 34.5%), and holding the clinical skill level of “first responder” (n=42, 38.2%). The overall agreement [p-bar] for the 18 items was moderate at 0.55. When examined by triage category, the “Resuscitation” category had substantial agreement (0.69), when compared with moderate agreement for “Urgent” (0.52) and “Minor” (0.52) categories.Discussion:This research demonstrates that the MaGaTT can be used with moderate agreement, and substantial agreement within the resuscitation category. This is similar to triage tools internationally, where high levels of agreement relate to triage categories for patients requiring resuscitation when compared to patients requiring lower levels of clinical care. Slight changes have been made to the original MaGaTT as a result of this research.

scholarly journals 909 Modern Integrated Surgical Teaching for Junior Doctors: Local Workshops and Online Webinars

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Kamble ◽  
Y Scantling-Birch ◽  
E Larsson ◽  
G Samarth ◽  
C Maden
Keyword(s):  
Surgical Techniques ◽  
Undergraduate Curriculum ◽  
Surgical Patient ◽  
Junior Doctors ◽  
Knowledge Gain ◽  
Learning Needs ◽  
Learning Tools ◽  
Before And After ◽  
Surgical Teaching ◽  
Practical Session

Abstract Introduction Reforms in the postgraduate and undergraduate curriculum have resulted in a lack of surgical teaching. By tailoring educational objectives to learning needs of junior doctors, we assessed the perceptions and knowledge transfer of our 2-phase surgical teaching programme. Method A perception questionnaire was distributed amongst junior doctors to establish confidence levels in surgical topics. Junior doctors were invited to attend (1) a local surgical techniques workshop and (2) an online national webinar. Perception questionnaire and knowledge tests were delivered before and after each session. Result 87.5% (n = 14) participants were not confident assessing an unwell surgical patient when on-call. Mean confidence gain before and after the practical session was 4.18 (W = 91.0, p = 0.0002). 106 participants attended the online webinar. 61.3% (n = 65) were quite confident in assessing a sick surgical patient and 56.6% (n = 60) were quite confident managing a sick surgical patient. The majority (97.2%, n = 103) deemed the session to be useful to very useful. Mean knowledge gain before and after the session was 32.8% (t = 4.67, p = 0.009). Conclusions Improvement in confidence and knowledge in surgical topics amongst juniors can be feasible by implementing blended learning tools, such as online webinars.

scholarly journals Online Teaching Tool for Sinus Surgery: Trends toward Mobile and Global Education

OTO Open ◽  
2017 ◽  
Vol 1 (3) ◽  
pp. 2473974X1772981 ◽  
Author(s):  
George K. Koch ◽  
Rosh K. V. Sethi ◽  
Elliott D. Kozin ◽  
Regan W. Bergmark ◽  
Stacey T. Gray ◽  
...  
Keyword(s):  
Global Education ◽  
Online Teaching ◽  
Surgical Techniques ◽  
Geographic Location ◽  
Sinus Surgery ◽  
Desktop Computer ◽  
Surgical Teaching ◽  
Utilization Patterns ◽  
The Mean ◽  
Mean Time

Objective Online resources may provide an ideal forum for expert presentation of surgical techniques. The purpose of this study was to investigate utilization patterns of a sinus surgery website, SinusVideos.com , to gain insight into the needs of viewers. Study Design Retrospective analysis. Setting Surgical teaching website. Subjects and Methods The website’s anonymized analytic database was queried from 2009 to 2014. Quantified data included user demographics, geographic location, viewing device, page visits, and time spent on the website. Results A total of 428,691 website pages were viewed during the study period. Growth in viewership was observed each successive year since the site was launched. The mean time spent viewing webpages was 96.1 seconds for desktop computer users, 98.0 for tablet users, and 103.8 for mobile users. The percentage of mobile devices used to view the site increased significantly between 2009 and 2014 (2.1% vs 25.4%, respectively; P < .0001). The website’s viewership expanded globally, with a significant increase in site views from outside North America over this same period (18.4% vs 51.7%, P < .0001). Conclusion The observed increase in global participation and mobile device usage may reflect new areas of growth for surgical education.

Vaginoplasty With Mesh Autologous Buccal Mucosa in Vaginal Agenesis: A Multidisciplinary Approach and Literature Review

2020 ◽  
Vol 40 (12) ◽  
pp. NP694-NP702 ◽  
Author(s):  
Minliang Wu ◽  
Yuchong Wang ◽  
Jianguo Xu ◽  
Haiying Dai ◽  
Xueying Zhong ◽  
...  
Keyword(s):  
Buccal Mucosa ◽  
Simple Procedure ◽  
Surgical Techniques ◽  
Rare Condition ◽  
Functional Results ◽  
Bladder Injury ◽  
Graft Material ◽  
Vaginal Agenesis ◽  
Reconstruction Procedure ◽  
Level Of Evidence

Abstract Background Vaginal agenesis, a rare condition, is treated by various surgical techniques to achieve neovaginal reconstruction. The main difference between the approaches lies in the graft material used to cover the newly formed cavity. Objectives The purpose of this retrospective study was to describe the surgical procedure and outcomes of autologous buccal mucosal grafting in neovaginal reconstruction. Methods Sixteen patients with vaginal agenesis admitted to our department between January 2016 and January 2019 were included in our study. A reconstruction procedure, described in detail here, involving autologous buccal mucosa as graft material was successfully conducted in all of the patients. Long-term anatomic and functional outcomes were evaluated. Results The blood loss during operation was estimated to be 15 to 20 mL in all cases. No rectal or bladder injury occurred. The buccal mucosal wound completely healed 10 to 14 days after the operation. All patients had a well-formed neovagina 8 to 10 cm in length, with a mean diameter of &gt;3 finger-breadths. Conclusions The application of autologous buccal mucosa in neovaginal construction is a simple procedure. Autologous buccal mucosa is an ideal material to achieve excellent cosmetic and functional results in patients with vaginal agenesis. Level of Evidence: 4

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