TEP and Lichtenstein anatomy: does simulation accelerate acquisition among interns?

Autor: Rowse PG; Division of Subspecialty General Surgery, Mayo Clinic College of Medicine, Rochester, MN, USA., Ruparel RK; Division of Subspecialty General Surgery, Mayo Clinic College of Medicine, Rochester, MN, USA., Abdelsattar JM; Division of Subspecialty General Surgery, Mayo Clinic College of Medicine, Rochester, MN, USA., AlJamal YN; Division of Subspecialty General Surgery, Mayo Clinic College of Medicine, Rochester, MN, USA., Dy BM; Division of Subspecialty General Surgery, Mayo Clinic College of Medicine, Rochester, MN, USA., Farley DR; Division of Subspecialty General Surgery, Mayo Clinic College of Medicine, Rochester, MN, USA. farley.david@mayo.edu.; Department of Surgery, Mayo Clinic, 200 First Street, SW, Rochester, MN, 55905, USA. farley.david@mayo.edu.
Jazyk: angličtina
Zdroj: Hernia : the journal of hernias and abdominal wall surgery [Hernia] 2016 Jun; Vol. 20 (3), pp. 411-6. Date of Electronic Publication: 2015 Aug 04.
DOI: 10.1007/s10029-015-1409-y
Abstrakt: Purpose: The anatomy of the inguinal region is notoriously challenging to master. We sought to teach open inguinal hernia (OIH) and totally extraperitoneal (TEP) anatomy with simulation models among general surgery (GS) interns.
Methods: Low-fidelity OIH and TEP models were constructed out of cardboard, plastic bins, fabric, and yarn. GS interns (n = 30) participated in a 3-h hernia session including a pretest, anatomy lecture, simulated OIH and TEP hernia repair, and posttest. Pre- and posttest scores were based on a difficult 30-point exam which included didactic questions (10 points), drawing relevant TEP (10 points), and OIH (10 points) anatomy. Participants were surveyed following the session.
Results: Median pretest scores were 13 % (range 0-60 %). Median posttest scores improved to 47 % (range 20-93 %, p < 0.001). Median number of structures drawn in the TEP image improved from 2 (range 0-14) to 11 (range 1-21, p < 0.001). Median number of structures drawn in the OIH image improved from 3 (range 0-15) to 7 (range 1-19, p < 0.001). 67 % (12/18) demonstrated improvement in knowledge of abdominal wall layers. 23 % (7/30) knew the triangles of pain/doom on the pretest vs. 77 % (23/30) on the posttest. Mean Likert scores favored session enjoyability (4.5), not a waste of training time (4.4), and improved understanding of OIH and TEP anatomy (4.4, 4.2).
Conclusions: Low-fidelity simulators can be used to teach and assess knowledge of TEP and OIH anatomy. While enjoyable and useful, one 3-h session does not create master hernia surgeons or expert anatomists out of novice trainees.
Databáze: MEDLINE
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