La simulación como herramienta de enseñanza y aprendizaje quirúrgico / Surgical simulation as a teaching and learning tool

La simulación es la técnica de replicar un proceso o situación. El objetivo de la simulación quirúrgica es transferir de manera efectiva las habilidades adquiridas en el laboratorio al quirófano, reduciendo las curvas de aprendizaje y los costos operativos. Objetivos : Describir la utilización, ventajas, desventajas, y estado actual de la práctica basada en simulación como método de enseñanza y aprendizaje para la capacitación de residentes y cirujanos en los programas de formación quirúrgica, según lo reportado en la literatura científica actual. Métodos : Se realizó una búsqueda en la literatura utilizando palabras claves. Se sintetizaron los hallazgos de cada estudio en una revisión narrativa. Resultados : La simulación quirúrgica es una herramienta educativa que confiere ventajas únicas. Permite el desarrollo de programas de formación flexibles e individualizados, enfatiza el aprendizaje basado en problemas, basado en competencias y basado en destrezas, y acelera el proceso de aprendizaje al ofrecer entornos seguros para practicar procedimientos quirúrgicos complejos. Además, respalda la retroalimentación y el análisis posterior, fomenta la formación multidisciplinaria y facilita la investigación y la innovación, mejorando en última instancia la calidad de la atención médica. Conclusiones : Las ventajas prácticas de los programas de formación estructurados han convertido a la educación basada en la simulación en un método de enseñanza factible, confiable y altamente atractivo. La simulación no solo contribuye al desarrollo profesional de los residentes, sino que también mejora la seguridad del paciente y la calidad general de los servicios de salud(AU)

Simulation is the act of replicating a process or situation. The objective of surgical simulation is to effectively transfer the skills acquired in the laboratory to the operating room, reducing the learning curves and operational costs. Objectives: To describe the use, advantages, disadvantages, and current state of simulation-based practice as a method of teaching and learning for the training of residents and surgeons in surgical training programs, as reported in the current scientific literature. Methods: A literature search was conducted using keywords. The findings of each study were synthesized in a narrative review. Results: Surgical simulation is an educational tool that offers unique advantages. It allows for the development of flexible and individualized training programs, emphasizes problem-based, competency-based, and skill-based learning, and accelerates the learning process by providing safe environments to practice complex surgical procedures. Furthermore, it supports feedback and post-analysis, encourages multidisciplinary training, and facilitates research and innovation, ultimately enhancing the quality of healthcare. Conclusions: The practical benefits of structured training programs have made simulation-based education a feasible, reliable, and highly attractive teaching method. Simulation not only contributes to the professional development of residents but also improves patient safety and the overall quality of healthcare services(AU)

The use of tropical fruits for skills training in a neurosurgical boot camp

Objective@#Neurosurgical boot camps allow trainees to hone practical skills in a risk-free environment, but the models and simulators used are relatively costly. In developing countries like the Philippines, low-cost alternatives have to be devised. The authors aimed to demonstrate the feasibility of using local, readily available, and inexpensive tropical fruits as surrogate models for basic neurosurgical skills training during a neurosurgical boot camp.@*Methods@#Locally available tropical fruits were used to teach basic neurosurgical skills to trainees. Coconut, pomelo, and watermelon were used as models for head clamp application, scalp and dural suturing, and ventriculostomy, respectively. Feedback was obtained from the participants after the boot camp.@*Results@#All eight residents thought that the boot camp was useful in learning new skills, and that the fruit models served their purpose. The trainees favored the fruit models that catered to the skill sets required according to level of training. The use of tropical fruits in the boot camp also provided an informal atmosphere that was conducive to learning. @*Conclusion@#The novel use of tropical fruits as surrogate models in basic neurosurgical skills training was a feasible and affordable alternative in resource-limited settings, although the activity was perceived to be more useful to junior than to senior residents. The informal atmosphere generated by the use of the fruits contributed to an improved learning experience for the trainee.

Programa de Simulación Neuroquirúrgica / Neurosurgical Simulation Program

Objetivo: Describir un programa de entrenamiento básico para implementar en la residencia de Neurocirugía con una metodología estructurada, diferentes niveles de complejidad y elementos de fácil adquisición. Introducción: La simulación se define como el uso de modelos para imitar experiencias de la vida real. Debido a la complejidad del aprendizaje en Neurocirugía, el programa de la Residencia debería incluir entrenamiento básico mediante simulación que permita al residente entrenarse en habilidades básicas fuera del quirófano, o bien, desarrollar y complejizar las ya aprendidas. Materiales y Métodos: Se realizó un programa de entrenamiento básico a desarrollar en el Centro de Simulación Quirúrgica del Hospital italiano, dividido en tres niveles de complejidad quirúrgica. Se idearon distintos ejercicios con materiales accesibles, de bajo costo y replicables. El programa se diseñó para ser llevarse a cabo con una frecuencia de una vez por semana durante cinco horas. Discusión: Los modelos propuestos presentan fácil acceso y alta disponibilidad; y permitieron el desarrollo de habilidades microquirúrgicas desde etapas muy tempranas de la residencia, abarcando la utilización del instrumental microquirúrgico y la magnificación microscópica, y simulando distintas técnicas quirúrgicas en materiales biológicos y sintéticos realistas; enmarcado por un programa basado en objetivos sin límites de repeticiones. La evaluación con un neurocirujano Senior permitió brindar un espacio relajado de enseñanza y debate, sin ser influenciado por las presiones propias de la cirugía. El aprendizaje de técnicas quirúrgicas se basa en la repetición de maniobras específicas, por lo que el desarrollo de habilidades quirúrgicas en ámbitos académicos no asistenciales es fundamental en cualquier aprendizaje quirúrgico. Conclusión: La simulación en el entrenamiento neuroquirúrgico sigue siendo un campo de estudio que requiere mayor investigación y validación en su implementación. En nuestra experiencia resulta una herramienta sumamente favorable para su posterior aplicación en procedimientos quirúrgicos reales, que podría mejorar y homogeneizar la enseñanza en programas de formación quirúrgica

Objective: To describe a basic training program to implement at neurosurgery residency with a structured methodology, different complexity levels, and easily acquired elements. Introduction: Simulation is defined as use of models to imitate real life experiences. Due to complexity of neurosurgery learning, residency program should include simulation training that allows the resident learning basic skills outside the operating room and develop practices learned. Materials and methods: A training program was developed at Centro de Simulación Quirúrgica del Hospital Italiano, divided into three surgical complexity levels. Different exercises were designed with accessible, low cost and replicable materials. This program is carried out with a frequency of once a week, five hours each. Discussion: The proposed models have easy acquisition and high availability, allowing the development of microsurgical skills since early stages in residency, including the use of microsurgical instruments and microscopic magnification, surgical techniques in realistic biological and synthetic materials, based on a program with objectives without repetition limits. The evaluation with a senior neurosurgeon allowed providing a relaxed teaching space, without pressures of surgery. Learning of surgical techniques is based on repetition, so the development of surgical skills in non-assistance academic fields is fundamental in any surgical learning. Conclusion: Simulation in neurosurgical training remains a field that requires further investigation and validation in its implementation. In our experience, it is an extremely favorable tool because its subsequent application in real life procedures, which could improve and standardize surgical programs teaching

Fresado de hueso temporal: modelo de bajo costo y aplicación sencilla / Temporal bone drilling: low-cost and easy-to-use model

Introducción: Desarrollar y potenciar las habilidades neuroquirúrgicas que se requieren en la disección del hueso temporal aplicado a la realización de abordajes quirúrgicos transtemporales, a través de modelos de bajo costo y aplicación sencilla. Materiales y métodos: Trabajamos sobre huesos temporales secos, con insumos hospitalarios descartables y con materiales básicos obtenidos en ferreterías. Se identificaron con silicona y teflón coloreados con acrílico, estructuras vasculares y nerviosas que forman los principales reparos anatómicos y se utiliza material sintético de látex adherido a la superficie endocraneal para recrear duramadre. Realizamos un estudio exhaustivo del hueso temporal con las diferentes estructuras anatómicas íntimamente relacionadas con él, abordándolo desde diferentes vistas. Una vez familiarizados con la anatomía, se ensayan abordajes neuroquirúrgicos y disecciones anatómicas profundizando el conocimiento sobre las estructuras relevantes no visibles previa a la disección. Discusión: En la formación neuroquirúrgica no solo importa el conocimiento teórico, sino que se requiere praxis eficaz aplicada al mismo y se logra sólo a través de auténticas experiencias, la cual da al practicante, la oportunidad de ensayar aspectos de un abordaje para lograr competencia previa a su aplicación en el paciente. Conclusión: El residente puede utilizar esta técnica de fácil acceso y bajo costo para realzar su experiencia de aprendizaje anatómico y fresado de huesos temporales y así poder discutir aspectos y ensayar un abordaje previo a una cirugía.

Introduction: Develop and enhance the neurosurgical skills required for temporal bone drilling applied to transtemporal surgical approaches through low cost and simple application models. Materials and methods: We worked on dry temporal bones with disposable hospital supplies and basic materials obtained in hardware stores. Vascular and nervous structures that form the main anatomical structures are identified with silicone and Teflon colored with acrylic and synthetic latex material is attached to the endocranial surface to recreate the dura mater. We carried out an exhaustive study of the temporal bone with the different anatomical structures intimately related to it, approaching it from different views. Once familiarized with the anatomy, neurosurgical approaches and anatomical dissections are practiced, increasing the understanding of the relevant structures not visible prior to dissection. Discussion: During neurosurgical training theoretical knowledge is not the only domain that matters, rather effective praxis applied to i t is needed and achieved only through authentic experiences, which gives the practitioner the opportunity to examine aspects of an approach in order to achieve expertise prior to its application to the patient. Conclusion: The resident can use this accessible and low cost technique to enhance their experience in anatomical learning and temporal b ones drilling and therefore, be able to discuss certain aspects and practice an approach prior to surgery.

Guía de instrucción en artroscopia de rodilla nivel intermedio / Instruction guide in knee arthroscopy: Intermediate level

La evolución de las técnicas quirúrgicas tradicionales y los modelos de formación de los cirujanos exigen cambios, por esta razón el centro de investigación y entrenamiento en cirugía de mínima invasión (CLEMI) ha desarrollado y aplicado modelos de enseñanza que permiten entrenar técnicas quirúrgicas mínimamente invasivas como la artroscopia de rodilla. CLEMI propone un modelo basado en simulación impartido en un ambiente controlado, estructurado y progresivo que vaya al ritmo individual de cada uno de los estudiantes. Inicialmente el estudiante encontrará conceptos teóricos de instrumental, equipos y ergonomía, posteriormente en la fase práctica usando un modelo sintético anatómico de la rodilla y finalmente usando un modelo biológico con el que se realizan ejercicios para desarrollar destrezas exigidas por las técnicas quirúrgicas. El entrenamiento en modelos bajo ambiente controlado disminuye el período de aprendizaje y eleva la competencia del estudiante.

Changes are needed due to the evolution of traditional surgical techniques and surgeon training models. For this reason the minimally invasive surgery research and training centre (CLEMI) has developed and applied teaching models to help in the training of minimally invasive surgical techniques, such as knee arthroscopy. CLEMI proposes a model based on simulation taught in a controlled, structured, and progressive environment that is tailored to the individual rhythm of each of the students. Initially, the student will encounter theoretical concepts of instruments, equipment and, ergonomics. Later, in the practical phase, an anatomical synthetic model of the knee will be used in the practical phase, followed by a biological model in order to perform exercises to develop the skills required for the surgical techniques. Training in models under a controlled environment decreases the learning period and increases student skills.

Guía de microcirugía en técnicas de entrenamiento en cirugía de mínima invasión / Micro-surgery guide in minimum invasion surgery training techniques

La evolución de las técnicas quirúrgicas tradicionales y los modelos de formación de los cirujanos exigen cambios, por esta razón el centro de investigación y entrenamiento en cirugía de mínima invasión (CLEMI) ha desarrollado y aplicado modelos de enseñanza que permiten aprender técnicas quirúrgicas mínimamente invasivas como la microcirugía. CLEMI propone un modelo de entrenamiento basado en el uso de un modelo experimental, impartido en un ambiente controlado, estructurado y progresivo que vaya al ritmo individual de cada uno de los estudiantes. Inicialmente el estudiante encontrará conceptos teóricos de instrumental, equipos y ergonomía, posteriormente en la fase práctica usando un modelos sintéticos y finalmente usando un modelo de biológico con los que se desarrollan de una serie de ejercicios para desarrollar destrezas técnicas que permiten alcanzar el nivel necesario para el manejo de las técnicas básicas de microcirugía. El entrenamiento en modelos bajo ambiente controlado disminuye el período de aprendizaje y eleva la competencia del participante. El objetivo principal del entrenamiento es alcanzar las habilidades mínimas necesarias para realizar con éxito una técnica de microcirugía.

The evolution of the traditional surgical techniques and the training models of the surgeons demand changes. For this reason the minimally invasive surgery research and training centre (CLEMI) has developed and applied teaching models as an aid to learn minimally invasive surgical techniques like microsurgery. CLEMI proposes a training model based on the use of an experimental model, presented in a controlled, structured, and progressive environment that is adjusted to the rhythm of the individual student. Initially, the student will encounter theoretical concepts of instrumental, equipment, and ergonomics. Later, in the practical phase, they will use synthetic models and then a biological model with which they perform a series of exercises in order to perfect the technical skills in order to reach the level necessary for the management of basic techniques of microsurgery. Training in controlled environment models reduces the learning period and increases the skills of the participant. The main objective of the training is to achieve the minimum skills necessary to successfully perform a microsurgery technique.

Surgical skills in the prevention of anastomotic leakage after rectal neoplasm surgery / 中华胃肠外科杂志

For colorectal surgeons, how to reduce anastomotic leakage after laparoscopic rectal cancer surgery remains to be challenging. We provide a brief discussion regarding the surgical skills required to prevent anastomotic leakage after rectal cancer surgery, such as the following: 1) Low ligation of inferior mesenteric vessel during laparoscopic total mesorectal excision can improve anastomotic tension and blood supply, thus reducing the risk of anastomotic leakage.While high ligation of inferior mesenteric artery resultsin poor blood supply and high tension in atastomotic site, thus increasing the risk of anastomotic leakage. 2) Protective enterostomy is recommended for patients with high risk of developing anastomotic leakage. 3) Use of abdominal/pelvic drains after colorectal anastomosis is recommended to decrease the incidence of anastomotic leakage, early detect anastomotic leakage, and conservativdy manage anastomotic leackage through drainage of pelvic effusion. 4) Laparoscopic reinforcing sutures should be used if anastomotic tension and blood supply are unsatisfactory, including continuous suture with 3-0 or 4-0 absorbable suture and 2-needle interrupted suture in the weak anastomosis. However, these sutures should be performed by experienced surgeons. For male patients with narrow pelvis and those with low rectal cancer, laparoscopic reinforcing sutures should be performed carefully due to the limited operative space. 5) Intraoperative air leak test is recommended to identify the anastomotic integrity for those with suspicious mechanically insufficient rectal anastomosis. 6) Experienced surgeon can reduce the incidence of anastomotic leakage after rectal cancer operation.

Treatment principles and surgical skills in laparoscopic subtotal cholecystectomy for acute cholecystitis / 中华肝胆外科杂志

Objective To study the treatment principles and surgical skills in laparoscopic subtotal cholecystectomy (LSC) for acute cholecystitis.Methods We retrospectively analyzed the clinical data of patients who underwent LSC for acute cholecystitis from Jan.2006 to Dec.2015 at the Beijing Shijitan Hospital,Capital Medical University.We dissected any serious pericholecystic adhesions according to the principle that "It is better that the gallbladder rather than other tissue is injured",and the technique that "After the gallbladder anterior wall is excised,the gallbladder ampulla and duct are split along the longitudinal direction of the cholecystic duct,then the opened cholecystic duct is sutured inside the gallbladder".Results LSC was completed successfully in 96 patients.There were no conversion to open surgery,and no bile duct injury.The mean surgery time was (108.0 ± 37.0) min,the mean blood loss was (121.0 ± 62.0) ml,the mean peritoneal drainage was (105.0 ± 32.0) ml.The drainage tube was removed at a mean of (3.4 ±1.2) d after surgery.The mean hospitalization time after surgery was (6.1 ± 2.2) d.Surgical complications occurred in 2 patients with bleeding after surgery.One patient underwent laparoscopic exploration to stop bleeding.Another patient underwent conservative treatment and the bleeding stopped spontaneously.There were 3 patients who had mild bile leakage.All these patients recovered well after drainage.No patient developed bile duct stenosis or obstructive jaundice on follow-up.Conclusions LSC for acute cholecystitis was safe.Bile duct injuries could be avoided if we follow the principle of "It is better that the gallbladder rather than other tissue is injured" and the technique of "After the gallbladder anterior wall is excised,the gallbladder ampulla and duct are split along the longitudinal direction of the gallbladder,then the opened cholecystic duct is sutured inside the gallbladder".

Treatment principles and surgical skills in laparoscopic subtotal cholecystectomy for acute cholecystitis / 中华肝胆外科杂志

Objective To study the treatment principles and surgical skills in laparoscopic subtotal cholecystectomy (LSC) for acute cholecystitis.Methods We retrospectively analyzed the clinical data of patients who underwent LSC for acute cholecystitis from Jan.2006 to Dec.2015 at the Beijing Shijitan Hospital,Capital Medical University.We dissected any serious pericholecystic adhesions according to the principle that "It is better that the gallbladder rather than other tissue is injured",and the technique that "After the gallbladder anterior wall is excised,the gallbladder ampulla and duct are split along the longitudinal direction of the cholecystic duct,then the opened cholecystic duct is sutured inside the gallbladder".Results LSC was completed successfully in 96 patients.There were no conversion to open surgery,and no bile duct injury.The mean surgery time was (108.0 ± 37.0) min,the mean blood loss was (121.0 ± 62.0) ml,the mean peritoneal drainage was (105.0 ± 32.0) ml.The drainage tube was removed at a mean of (3.4 ±1.2) d after surgery.The mean hospitalization time after surgery was (6.1 ± 2.2) d.Surgical complications occurred in 2 patients with bleeding after surgery.One patient underwent laparoscopic exploration to stop bleeding.Another patient underwent conservative treatment and the bleeding stopped spontaneously.There were 3 patients who had mild bile leakage.All these patients recovered well after drainage.No patient developed bile duct stenosis or obstructive jaundice on follow-up.Conclusions LSC for acute cholecystitis was safe.Bile duct injuries could be avoided if we follow the principle of "It is better that the gallbladder rather than other tissue is injured" and the technique of "After the gallbladder anterior wall is excised,the gallbladder ampulla and duct are split along the longitudinal direction of the gallbladder,then the opened cholecystic duct is sutured inside the gallbladder".

Teaching practice of basic surgical skills training / 中华医学教育探索杂志

Basic surgical skills tralning which belongs to the basic course of surgery, is clini-cal basis for the medical students. The teaching practice of basic surgical skills tralning was explored by the Affiliated Hospital of Inner Mongolia Medical University, the theoretical teaching was combined with skills tralning practice, three kinds of means which contalned the model, animal tissues and or-gans in vitro and animal experiment were used to carry out systemic and standardized tralning. Finally, the basic surgical skills of postgraduate in surgery were improved, and the expected alm of teaching was achieved.

Comparison of Surgical Skills in Laparoscopic and Robotic Tasks Between Experienced Surgeons and Novices in Laparoscopic Surgery: An Experimental Study

PURPOSE: Robotic surgery is known to provide an improved technical ability as compared to laparoscopic surgery. We aimed to compare the efficiency of surgical skills by performing the same experimental tasks using both laparoscopic and robotic systems in an attempt to determine if a robotic system has an advantage over laparoscopic system. METHODS: Twenty participants without any robotic experience, 10 laparoscopic novices (LN: medical students) and 10 laparoscopically-experienced surgeons (LE: surgical trainees and fellows), performed 3 laparoscopic and robotic training-box-based tasks. This entire set of tasks was performed twice. RESULTS: Compared with LN, LEs showed significantly better performances in all laparoscopic tasks and in robotic task 3 during the 2 trials. Within the LN group, better performances were shown in all robotic tasks compared with the same laparoscopic tasks. However, in the LE group, compared with the same laparoscopic tasks, significantly better performance was seen only in robotic task 1. When we compared the 2 sets of trials, in the second trial, LN showed better performances in laparoscopic task 2 and robotic task 3; LE showed significantly better performance only in robotic task 3. CONCLUSION: Robotic surgery had better performance than laparoscopic surgery in all tasks during the two trials. However, these results were more noticeable for LN. These results suggest that robotic surgery can be easily learned without laparoscopic experience because of its technical advantages. However, further experimental trials are needed to investigate the advantages of robotic surgery in more detail.

Is it time for integration of surgical skills simulation into the United Kingdom undergraduate medical curriculum? A perspective from King's College London School of Medicine / 보건의료교육평가

PURPOSE: Changes in undergraduate medical curricula, combined with reforms in postgraduate education, have training implications for surgical skills acquisition in a climate of reduced clinical exposure. Confidence and prior experience influences the educational impact of learning. Currently there is no basic surgical skills (BSS) programme integrated into undergraduate curricula in the United Kingdom. We explored the role of a dedicated BSS programme for undergraduates in improving confidence and influencing careers in King's College London School of Medicine, and the programme was evaluated. METHODS: A programme was designed in-line with the established Royal College of Surgeons course. Undergraduates were taught four key skills over four weeks: knot-tying, basic-suturing, tying-at-depth and chest-drain insertion, using low-fidelity bench-top models. A Likert-style questionnaire was designed to determine educational value and influence on career choice. Qualitative data was collected. RESULTS: Only 29% and 42% of students had undertaken previous practice in knot-tying and basic suturing, respectively. 96% agreed that skills exposure prior to starting surgical rotations was essential and felt a dedicated course would augment undergraduate training. There was a significant increase in confidence in the practice and knowledge of all skills taught (p<0.01), with a greater motivation to be actively involved in the surgical firm and theatres. CONCLUSION: A simple, structured BSS programme can increase the confidence and motivation of students. Early surgical skills targeting is valuable for students entering surgical, related allied, and even traditionally non-surgical specialties such as general practice. Such experience can increase the confidence of future junior doctors and trainees. We advocate the introduction of a BSS programme into United Kingdom undergraduate curricula.

Modelo biológico no vivo para la enseñanza de la técnica de venodisección en alumnos de pregrado de la carrera de medicina / Non-live biological model for the teaching of the venous cutdown technique to undergraduate medical students

Objetivo: Proporcionar material didáctico útil al estudiante y al médico general para conocer la técnica de venodisección en un modelo biológico no vivo. Sede: Departamento de Cirugía, Facultad de Medicina, UNAM. Diseño: Modelo de enseñanza. Material y método: Se proporcionan indicaciones, contraindicaciones, características anatómicas y técnica a considerar. Empleamos pata de cerdo como modelo didáctico por ser accesible en costos, disponibilidad y un modelo fácilmente reproducible por los alumnos. Por su semejanza con los eventos clínicos que suceden en los pacientes a nivel hospitalario, consideramos que representa un buen método de enseñanza de habilidades quirúrgicas en el pregrado. Conclusión: El actual modelo biológico es una opción viable y representativa de la venodisección; el alumno aprende a identificar al paciente que requiere de este procedimiento; una vez identificado, podrá realizar el procedimiento de manera adecuada evitando, en la medida de lo posible, cualquier tipo de complicación.

Objective: To provide teaching material useful for the medical student and the general physician to learn the venous cutdown technique in a non-live biological model. Setting: Department of Surgery, School of Medicine, UNAM. Design: Teaching model. Material and method: Indications, contraindication, anatomical characteristics and technique to be considered will be provided. We use a pig foot as didactic model because it is accessible in terms of costs, availability, and can be reproduced easily by students. Due to its similarity with clinical events occurring in patients at the hospital level, we consider that it represents a good teaching method of surgical skills at the undergraduate level. Conclusion: The current biological model is a viable option and representative of venous cutdown. The student learns to identify the patient that requires this procedure, once identified he will be able to perform the procedure adequately avoiding, as much as possible, any type of complication.

Surgical skills in right colectomy combined with pancreatoduodenectomy for colon cancer of hepatic flexure / 中华消化外科杂志

As the improved understanding of the biological behavior of colorectal cancer and the development of diagnosis and surgical techniques,the prognosis of patients with locally advanced colorectal cancer has been improved significantly.Locally advanced colorectal cancers are best treated with multivisceral resections,but the procedure is high technique-demanding and the indications for the procedure should be strictly followed.In this article,the procedure of right colectomy combined with pancreatoduodenectomy for colon cancer was described in detail in order to share the experiences and skills with surgeons.

Medical Education in the Ophthalmology Division of a General Hospital / 医学教育

I introduce my 12 years' experience in the medical education of physicians, nurses, and technicians in a general hospital. Three major principles are regular conferences, communication, and keeping the door of instructor's room open. Successful medical education can be achieved by establishing a training system and motivating the staff.

Evaluation of Student Skills in Basic Minor Surgery Using the Object Structured Clinical Examination / 医学教育

We evaluated basic surgical skills in students using the Objective Structured Clinical Examination (OSCE). The study was conducted on 101 sixth-grade medical students (67 males, 34 females) at Kawasaki Medical School in 1993. Theme A (tying of a silk suture) was given to 44 students, and theme B (tying of nylon suture using surgical instruments) was given to 57 students. The following items were evaluated (1) handling of surgical instruments, (2) suturing, (3) knot tying, and (4) suture removal. The average score for theme B was slightly lower than that for theme A. The average score for knot tying was lower than scores for the other items. Thus, it was revealed that all students were not good at tying knots. These scores for minor surgery correlated with the scores for other skills as evaluated by the OSCE. In conclusion, the OSCE appears to be an appropriate method for evaluating basic surgical skills.