Acquisition and retention of surgical skills taught during intern surgical boot camp.

BACKGROUND: Surgical residencies have implemented boot-camps for early acquisition of basic technical skills for interns. However, educators worry that retention is poor. We hypothesized that a structured boot-camp curriculum would improve skills. METHODS: Interns underwent eight boot-camp sessions at the beginning of residency. Interns completed pre-, post-boot-camp, and end-of-year skills assessments, as well as post-boot camp and end-of-year porcine procedure labs. Proficiency was measured on a 5-point scale and by completion time. RESULTS: After boot-camp, interns improved all domains of knot-tying. Median time decreased for skin-closure (8.3 vs 9.9 min, p < 0.01), peg transfer (57 vs 87 s, p < 0.01), intracorporeal (178 vs 300 s, p < 0.01), and extracorporeal knot-tying (140 vs 259 s, p < 0.01). At the end-of-year assessment, interns exhibited retention of all skills and improved in knot-tying and central line skills. During the retention porcine lab, interns progressed basic but not complex skills. CONCLUSIONS: An eight-week boot-camp effectively improved technical skills among surgery interns. Interns retained all skills and improved upon techniques frequently practiced during intern year.

Group Video Feedback is an Effective and Efficient Tool for Enhancing Skills of Surgical Interns.

BACKGROUND: Our group has shown that personalized video feedback (PVF) is better than a task demonstration video at increasing wound closure skills among incoming surgical interns. However, offering PVF can be time-consuming. We sought to compare the educational effects and time required for group video feedback (GVF) and PVF. METHODS: We have mailed our matched incoming "surgical" interns a "welcome package" in mid-March for the past 3 y. The package includes similar resources each year. Incoming interns were asked to video record themselves performing six tasks three separate times between April 1 and June 15. After each submission in 2016 and 2017, incoming interns received 2 min of personalized feedback on their three separate wound closure videos (PVF). In 2018, incoming interns received 5 min of group-based feedback three separate times covering all six tasks (GVF). We compared performance (July Surgical Olympics) of these six skills against the interns from the previous 2 y who received PVF on only one skill (suturing). RESULTS: Twenty-three incoming interns received the pre-residency package and participated in the 2018 Surgical Olympics. This 2018 GVF class had a higher overall mean score for six stations (31.5 [standard deviation = ±7.7]) than the 2016 and 2017 PVF classes (25.6 [standard deviation = ±8]; P < 0.0001). Knot tying ability and suturing skill were similar between the classes. The GVF group performed better on the remaining four skills . The total time of surgical staff and educators spent per class in 2018 (GVF class) was 30 min and includes six tasks compared with 276 min of effort in each of the 2016 and 2017 classes (PVF included one task). CONCLUSIONS: GVF and PVF as a component of preemptive training had the same effect on improving suturing skills among the interns. GVF required less educator editing and voice over time. GVF is effective and efficient in enhancing incoming interns' performance in multiple skills.

Cumulative sum analysis of the learning curve for the preclosure technique using Proglide.

OBJECTIVES: Our study aims to assess the technical quality and the learning curve of the preclosure technique for a vascular surgeon using Proglide using cumulative sum analysis (CUSUM analysis). METHODS: This study was designed retrospectively and enrolled 81 consecutive patients with 88 access sites who underwent endovascular aortic repair or thoracic endovascular aortic repair with the preclosure technique using Proglide between July 2017 and February 2018. The patients were divided into 2 groups chronologically: (A) the first 40 cases and (B) the latter 41 cases. Logistic regression analysis was used to assess the impact of technical risk factors on the success of the preclosure technique, and the χ2 test and 1-way ANOVA were applied to analyse the distribution of individual characteristics and risk factors between the 2 groups. CUSUM analysis was adapted to analyse the learning curve and to monitor the technical quality, with a predetermined target failure rate of 5%, an alternative failure rate of 20% and calculated 80% 'alert', 95% 'alarm' and 80% 'reassurance' lines. RESULTS: Primary technical success was obtained in 81 (92.05%) access sites. There were no significant correlations between primary technical success and risk factors, including, common femoral artery diameter (P = 0.88), common femoral artery depth from the skin (P =0.94), the level of common femoral artery calcification (P =0.86) and size of sheath (P =0.96). Moreover, the distribution of related risk factors was not significantly different between groups A and B. CUSUM analysis showed that the cumulative failure rate never crossed the 80% 'alert' and 95% 'alarm' lines. Additionally, the failure rate began to approach the 80% 'reassurance' line after ∼22 cases and crossed the 80% 'reassurance' line after 36 cases. CONCLUSIONS: The technique of totally percutaneous access using Proglide is safe and effective for an experienced vascular surgeon, even if the operator has no previous experience with any preclosure techniques. CUSUM analysis showed that 36 cases are necessary to achieve the target failure rate of 5%.

Educación sanitaria pra enfermería sobre la epidermólisis bullosa / Education on health nursing epidermolysis bullosa

Introducción. La epidermólisis bullosa es una enfermedad de baja prevalencia caracterizada por la formación de ampollas tanto en el exterior del cuerpo como en el interior. El desconocimiento de esta enfermedad rara por parte del personal sanitario supone un problema para los afectados y sus familiares a la hora de aplicar los cuidados necesarios. Existen recursos escasos para su tratamiento. Objetivo. Dar a conocer a los profesionales las características, el tratamiento y los cuidados de la epidermólisis bullosa. Material y método. Estudio con metodología cualitativa y orientación teórica fundamentada. Resultados. Recolección de las actuaciones más relevantes de enfermería sobre los cuidados y la atención sanitaria integral del paciente y su familia. Conclusión. Dar a conocer las medidas paliativas para la epidermólisis bullosa (AU)

Introduction. The epidermolysis bullosa is a disease of low prevalence characterized by the formation of blister both in the exterior and in the interior of the body. The ignorance of this rare disease on the part of the sanitary personnel implies a problem for the affected ones and his relatives, at the moment of applying the necessary cares. There ara scanty resources for its treatment. Objective. To publish to the sanitary personnel the characteristics, the treatment and the cares of this disease. Material and method. Study with qualitative methodology and theoretical based orientation. Results. Gathering of the most relevant actions of infirmary on cares and sanitary integral attention to the patient and his family. Conclusion. Make the palliative measures on the epidermolysis bullosa public (AU)

The Basic Surgical Skills Course in Sub-Saharan Africa: An Observational Study of Effectiveness.

BACKGROUND: The Basic Surgical Skills (BSS) course is a common component of postgraduate surgical training programmes in sub-Saharan Africa, but was originally designed in a UK context, and its efficacy and relevance have not been formally assessed in Africa. METHODS: An observational study was carried out during a BSS course delivered to early-stage surgical trainees from Rwanda and the Democratic Republic of the Congo. Technical skill in a basic wound closure task was assessed in a formal Objective Structured Assessment of Technical Skills (OSAT) before and after course completion. Participants completed a pre-course questionnaire documenting existing surgical experience and self-perceived confidence levels in surgical skills which were to be taught during the course. Participants repeated confidence ratings and completed course evaluation following course delivery. RESULTS: A cohort of 17 participants had completed a pre-course median of 150 Caesarean sections as primary operator. Performance on the OSAT improved from a mean of 10.5/17 pre-course to 14.2/17 post-course (mean of paired differences 3.7, p < 0.001). Improvements were seen in 15/17 components of wound closure. Pre-course, only 47% of candidates were forming hand-tied knots correctly and 38% were appropriately crossing hands with each throw, improving to 88 and 76%, respectively, following the course (p = 0.01 for both components). Confidence levels improved significantly in all technical skills taught, and the course was assessed as highly relevant by trainees. CONCLUSION: The Basic Surgical Skills course is effective in improving the basic surgical technique of surgical trainees from sub-Saharan Africa and their confidence in key technical skills.

Formación actual sobre heridas crónicas en el Grado de Enfermería de las universidades españolas / Current training on chronic wounds in the Nursing degree programs in the Spanish universities

Con el objetivo de invitar a la reflexión, se pretende describir la situación actual de la carga docente dedicada a la formación en heridas crónicas y úlceras por presión (UPP) en el Grado de Enfermería de las universidades españolas. Objetivos: Conocer los créditos docentes en heridas crónicas impartidos en nuestras universidades españolas. Métodos: Se realiza una búsqueda de los créditos docentes en heridas crónicas en las facultades de enfermería españolas. Resultados: De las 19 CC.AA., se revisan 119 universidades, de las que se excluye a aquellas que no presentan accesible la guía docente (8,4%). En el 48,6% de la muestra (109 universidades) no se concretan los créditos, la asignatura ni el curso. Del 51,4% restante, el 94,64% le dedica entre 1 y 2 créditos a esta formación, y es segundo el curso donde mayoritariamente se imparte. Conclusiones: En la mitad de las universidades españolas no están accesibles los créditos docentes dedicados a heridas crónicas. Y donde están accesibles, la mayoría le concede entre 1 y 2 créditos

With the aim to invite to reflection, this paper is intended to describe the current situation of the courses dedicated to training on chronic wounds and pressure ulcers within the Nursing degree developed in Spanish universities. Aim: To describe the total amount of credits (European Credits Transfer System) in courses on chronic wounds taught in Spanish universities. Methods: Search in the web pages of the Spanish Schools of Nursing in order to find and extract the number of credits in chronic wounds. Results: Out of the 19 Spanish autonomous regions, 119 universities have been reviewed. The universities without the teaching guides available on the web were excluded. In the final sample (109 universities) a 48.6% do not specify the number of credits, the course nor the academic year. In the remaining 51.4%, a 94.6% of universities have 1 or 2 credits (25 to 50 hours) for teaching about chronic wounds; mainly taught in the second year. Conclusions: In about a half of the Spanish universities there is no available information about the number of credits taught on chronic wounds. Within the universities with available data, most of them have 1 or 2 teaching credit

Modified Beef Tongue Model for Fourth-Degree Laceration Repair Simulation.

BACKGROUND: An existing model for fourth-degree laceration repair uses beef tongue with plastic or vinyl tubing. This modified model substitutes beef tripe for the anal mucosa and chicken leg muscles for the anal sphincter muscle analogs to create a realistic model. METHOD: Tripe is tunneled through the body of the trimmed beef tongue and sutured like an ostomy to simulate the anal canal. The tongue is incised toward the tripe "anal canal." Chicken leg muscles are tunneled from the incision out to the cut edges of the beef tongue to create anal sphincter muscle analogs. Procedures can be repeated on the opposite side. Two double-sided models can be made per tongue. EXPERIENCE: The model can be refrigerated or frozen and thawed before use. A fourth-degree laceration can be cut immediately before use. Materials were obtained at a local supermarket for $5-7 per half-tongue, double-sided model. Residents responded positively to the model and stated that animal tissue provided realistic haptic simulation. CONCLUSION: The modified beef tongue model utilizing tripe and chicken leg muscles as anal mucosa and anal sphincter muscle analogs, respectively, provided excellent perceived haptic fidelity. Moreover, it is an innovative, inexpensive, and well-received teaching tool to augment resident education.

Creation and Global Deployment of a Mobile, Application-Based Cognitive Simulator for Cardiac Surgical Procedures.

Several modern learning frameworks (eg, cognitive apprenticeship, anchored instruction, and situated cognition) posit the utility of nontraditional methods for effective experiential learning. Thus, development of novel educational tools emphasizing the cognitive framework of operative sequences may be of benefit to surgical trainees. We propose the development and global deployment of an effective, mobile cognitive cardiac surgical simulator. In methods, 16 preclinical medical students were assessed. Overall, 4 separate surgical modules (sternotomy, cannulation, decannulation, and sternal closure) were created utilizing the Touch Surgery (London, UK) platform. Modules were made available to download free of charge for use on mobile devices. Usage data were collected over a 6-month period. Educational efficacy of the modules was evaluated by randomizing a cohort of medical students to either module usage or traditional, reading-based self-study, followed by a multiple-choice learning assessment tool. In results, downloads of the simulator achieved global penetrance, with highest usage in the USA, Brazil, Italy, UK, and India. Overall, 5368 unique users conducted a total of 1971 hours of simulation. Evaluation of the medical student cohort revealed significantly higher assessment scores in those randomized to module use versus traditional reading (75% ± 9% vs 61% ± 7%, respectively; P < 0.05). In conclusion, this study represents the first effort to create a mobile, interactive cognitive simulator for cardiac surgery. Simulators of this type may be effective for the training and assessment of surgical students. We investigated whether an interactive, mobile-computing-based cognitive task simulator for cardiac surgery could be developed, deployed, and validated. Our findings suggest that such simulators may be a useful learning tool.

Effects of an optional clinical skills laboratory on surgical performance of third-year veterinary students.

OBJECTIVE: To determine whether addition of an optional clinical skills laboratory (OCSL) to the traditional surgery curriculum would affect total surgery time or incision closure time in veterinary students performing ovariohysterectomy of a dog during a third-year surgery course. DESIGN: Retrospective and prospective study of veterinary student attendance at OCSL sessions and student performance during the third-year surgery course. SAMPLE: Students from the classes of 2012, 2013, and 2014 at the Washington State University College of Veterinary Medicine. PROCEDURES: For all students, total surgery time and incision closure time were recorded when students performed an ovariohysterectomy of a dog during their third-year live-animal surgery course. Times were analyzed to identify differences among classes and determine whether times were associated with number of OCSL sessions attended, previous experience performing ovariohysterectomies, or enrollment in an elective clinical skills course. RESULTS: Total surgery and incision closure times were not significantly different between students in the class of 2012 (no access to the OCSL prior to the third-year surgery course) and students in the class of 2013 (ie, access to 4 OCSL sessions during the spring semester prior to the third-year surgery course). However, times were significantly shorter for students in the class of 2014 (ie, students who had access to OCSL sessions during the 3 semesters prior to the third-year surgery course) than for students in the other 2 classes. CONCLUSIONS AND CLINICAL RELEVANCE: Results suggested that attendance in the OCSL sessions was associated with improvements in surgical performance, as reflected in faster total surgery and incision closure times while performing an ovariohysterectomy during the third-year surgery course.

Capacitación estratégica e inductiva en cuidados de heridas para enfermeros domiciliarios / Strategic and inductive wound care training for homecare nurses

Objetivos: Asegurar el uso de la Guía Institucional para los cuidados de úlceras por presión y la adecuada inducción de los profesionales de reciente ingreso. Metodología: Estudio descriptivo retrospectivo aleatorio aplicado a la dotación de enfermería humano en sistemas tegumentarios y piel, implementando las innovaciones tecnológicas disponibles. Resultados: n: 43 prestaciones (cuidados de úlceras por presión). Alumnado: 52 enfermeros asistenciales como recurso humano eje de capacitación. En la cohorte auditada se evaluó la instrumentación de la Guía Institucional por parte de los profesionales de medicina domiciliaria del Hospital Italiano de Buenos Aires, Argentina, en el que se utilizó una esfera pragmática, mediante la cual se capacitó al recurso. Conclusiones: Se concluye el programa educativo, con el que se obtiene un alto porcentaje de instrumentación adecuada de la guía hospitalaria por parte de los educandos (promedio porcentual 98,8%) y se expone una efectiva inducción para los profesionales de reciente ingreso

Objectives: To ensure the use of the Institutional Guidelines for pressure ulcer care and proper induction of newly recruited professionals. Methodology: A randomized retrospective descriptive study applied to the Nursing Ambulatory Medicine Staff of the Hospital Italiano of Buenos Aires, Argentina, in which by a pragmatic sphere, human resources were trained in tegumentary systems and skin, implementing innovating available technology. Results: n: 43 benefits (care of pressure ulcers). Students: 52 clinical nurses as human resource training axis. In the audited cohort instrumentation of Institutional Guide by professionals was evaluated. Conclusions: We conclude the Educational Program, obtaining a high percentage of suitable instrumentation of hospital guide by learners (average percentage 98.8%) and an effective induction of professionals of recent entry

Possibility of ex vivo animal training model for colorectal endoscopic submucosal dissection.

PURPOSE: Colorectal endoscopic submucosal dissection (ESD) has not been standardized due to technical difficulties and requires extensive training for reliability. Ex vivo animal model is convenient, but has no blood flow. The objective of this study is to evaluate the characteristics of various ex vivo animal models including a blood flow model for colorectal ESD training and the usefulness of practicing endoscopic hemostasis and closure using an animal model. METHODS: Harvested porcine cecum, rectum, and stomach and bovine cecum and rectum were analyzed regarding ease of mucosal injection, degree of submucosal elevation, and status of the proper muscle layer. Ex vivo animal model with blood flow was made using the bovine cecum. The vessel around the cecum was detached, and red ink was injected. Endoscopic hemostasis for perioperative hemorrhage and endoscopic closure for perforation were performed in this model. RESULTS: Mucosal injection was easily performed in the bovine cecum and rectum. Submucosal elevation was low in the bovine cecum, while the proper muscle layer was not tight in the porcine rectum and bovine cecum. Endoscopic hemostasis were accomplished in six (60 %) out of ten procedures of the ex vivo blood flow model. In two non-experts, the completion rates of endoscopic closure were 40 and 60 % in the first five procedures. These rates became 100 % in the last five procedures. CONCLUSIONS: We have evaluated the characteristics of various ex vivo animal models and shown the possibility of training for endoscopic hemostasis and endoscopic closure in the ex vivo animal model.

A comparison of tele-education versus conventional lectures in wound care knowledge and skill acquisition.

We conducted a randomized controlled study to compare conventional lectures with tele-education for delivering wound care education. Education was delivered by the two methods simultaneously to two classes. Forty-eight paramedics received a live didactic presentation and 41 paramedics received the same lecture via videoconferencing. The participants were evaluated by a multiple-choice examination and a practical test of their wound closure skills. There were no significant differences in any category of the practical skills test, and no difference in the results of the written examination: the mean total score was was 109.0 (95% CI 105.7-112.4) in the conventional lecture group and 110.3 (95% CI 106.2-114.3) in the video group (P = 0.63). In a survey at the end of the study the live lecture group rated the overall effectiveness of teaching significantly higher than the video-based group: the median scores for effectiveness of teaching were 6.0 (IQR 5.5-6.0) in the live lecture group and 4.0 (IQR 3.0-5.0) in the video group (P < 0.001). Videoconferencing was at least as effective as live didactic presentation.

Teaching advanced wound closure techniques using cattle digits.

OBJECTIVES: To evaluate a model used to impart advanced wound closure skills because available models do not meet the necessary requirements to a substantial degree. MATERIALS AND METHODS: Seventy-one residents were asked to evaluate a 75-minute-long skills course using cadaveric cattle digits to learn Z-plasty, V-Y-plasty, and oval-shaped rotational flaps. A short film and the course instructor demonstrated each technique first. A Likert rating scale ranging from 1 to 6 was used for questions in the survey given to the residents. RESULTS: There was strong agreement among residents (1.65 ± 1.17 years of experience) that advanced wound closure training courses are necessary (5.73 ± 0.73), which corresponded to the residents' low level of knowledge and self-assessment of practical skills and present experience (2.84 ± 1.01). The course was evaluated with high acceptance, even though it was found to be demanding for the trainees (5.84 ± 0.40). This might also be related to the high rating of the model itself, which was found to be a suitable method for teaching advanced wound closure techniques (5.50 ± 0.71) that was easily comprehensible (5.73 ± 0.53). CONCLUSION: Skills training courses for young trainees are warranted to impart advanced wound closure techniques. The curriculum using cattle digits presented here is recommended. The authors have indicated no significant interest with commercial supporters.