Long-term knowledge retention following simulation-based training for electrosurgical safety: 1-year follow-up of a randomized controlled trial View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2015-07-03

AUTHORS

Amin Madani, Yusuke Watanabe, Melina C. Vassiliou, Pascal Fuchshuber, Daniel B. Jones, Steven D. Schwaitzberg, Gerald M. Fried, Liane S. Feldman

ABSTRACT

Background Despite the value of simulation for surgical training, it is unclear whether acquired competencies persist long term. A prior randomized trial showed that structured simulation improves knowledge of the safe use of electrosurgery (ES) amongst trainees up to 3 months after the curriculum (Madani et al. in Surg Endosc 28(10):2772–2782, 2014). We now analyse long-term knowledge retention. This study estimates the effects of a structured simulation-based curriculum to teach the safe use of ES on knowledge after 1 year.Methods Trainees previously participated in a 1-h didactic ES course, followed by randomization into one of two groups: an unstructured hands-on session where trainees used ES devices (control group) or a goal-directed hands-on training session (Sim group). Knowledge of pre- and post-curriculum (immediate, 3 months and 1 year) and knowledge of ES safety were assessed using different multiple-choice examinations. Data are expressed as median (interquartile range), *p < 0.05.ResultsFifty-nine trainees participated (30 control group; 29 Sim group). Despite equal baseline examination scores, Sim group demonstrated higher scores compared to control immediately (89 % [83; 94] vs. 83 % [71; 86]*), 3 months (77 % [69; 90] vs. 60 % [51; 80]*) and 1 year after curriculum (70 % [61; 74] vs. 60 % [31; 71]*). One-year score remained significantly greater compared to baseline in the Sim group (70 % [61; 74] vs. 49 % [43; 57]*), but was similar to baseline in the control group (60 % [31; 71] vs. 45 % [34; 52]).ConclusionsAfter ES simulation training, retention of competencies persists longer when the hands-on component is designed to reinforce specific learning objectives in a structured curriculum. Despite routine clinical use of ES devices, knowledge degrades overtime, suggesting the need for ongoing formal educational activities to reinforce curricular objectives. More... »

PAGES

1156-1163

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s00464-015-4320-9

DOI

http://dx.doi.org/10.1007/s00464-015-4320-9

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1001509715

PUBMED

https://www.ncbi.nlm.nih.gov/pubmed/26139486


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