Curva de aprendizado de anastomose arteriovenosa com uso de simulador de baixo custo / Arteriovenous anastomosis learning curve using low cost simulator

Resumo Contexto A redução das dificuldades no aprendizado da técnica cirúrgica levou ao surgimento de ferramentas complementares. Este trabalho descreve a curva de aprendizado dos alunos sujeitos da pesquisa, utilizando um modelo alternativo para a prática de anastomose vascular. Objetivos Avaliar a curva de aprendizado da técnica de anastomose vascular e do desenvolvimento de habilidades manuais a partir da utilização de um modelo experimental de baixo custo. Métodos Este trabalho é um estudo experimental e prospectivo, com a realização de anastomoses vasculares do tipo terminolateral em balões de látex durante cinco fases sucessivas, iniciadas após orientação teórico-prática de uma cirurgiã vascular experiente. Os sujeitos foram seis graduandos do curso de Medicina, do terceiro ao quinto ano, da Universidade Federal da Paraíba (UFPB), João Pessoa, Paraíba, Brasil. A interpretação do material coletado acerca da qualidade das anastomoses e do tempo utilizado seguiu a análise de agrupamento. Resultados Houve redução do tempo de realização das anastomoses de todos os alunos, com diferença estatística da fase 1 quando comparada às fases 4 e 5, bem como tendência crescente no índice de qualidade ao longo das fases. Porém, não foi detectada diferença estatística a partir do teste de Friedman, apropriado para dados com nível de mensuração ordinal (escala de 1 a 5 na avaliação da qualidade). Conclusões O modelo de treinamento utilizado foi efetivo para incremento do aprendizado dessa técnica, acreditando-se que amostras de maior tamanho ou com maior número de fases em trabalhos futuros poderiam demonstrar redução do tempo associada a melhora da qualidade da anastomose realizada com significância estatística.

Abstract Background In order to reduce difficulties with learning surgical techniques, supplementary tools for training were developed. This paper describes the learning curve followed by student volunteer research subjects who used an alternative model for practicing vascular anastomosis. Objectives To evaluate the vascular anastomosis technique learning curve and development of manual skills using a low-cost experimental model. Methods Experimental and prospective study using end-to-side vascular anastomosis in latex balloons over five successive phases, initiated after theoretical and practical guidance given by experienced vascular surgeon. The study subjects were six undergraduate medical students from Universidade Federal da Paraíba (UFPB), João Pessoa, PB, Brazil, in their third to fifth years of the course. Cluster analysis was used to interpret the data collected on the quality of anastomoses and the time taken. Results The time taken to perform anastomosis reduced for all students, with statistical differences from phase 1 compared to phases 4 and 5. There was also a trend to increasing scores on the quality index as the phases progressed. However, no statistical differences were detected using the Friedman test, which is appropriate for data measured with ordinal levels (quality was assessed on a scale of 1 to 5). Conclusions It was found that the training model used was effective for increasing learning of this technique. It is believed that future studies with larger samples or a higher number of phases could demonstrate both reduced time and improved quality of the anastomoses performed with statistical significance.

New training model using chickens intestine for pediatric intestinal anastomosis

Abstract Purpose: To develop a new low-cost, easy-to-make and available training model using chickens' intestine for infant intestinal anastomosis. Methods: Segments of chicken intestine were used to create an intestinal anastomosis simulator. We tried to perform an end-to-end, end-to-side and side-to-side anastomosis. Handsewn sutured anastomosis were performed in single layered with interrupted prolene 5-0 suture. The parameters analyzed were cost, intestine's diameter and length, anastomosis patency and flow-through and leakage amount. Results: In all cases it was possible to make the anastomosis in double layered without difficulties, different from the usual ones. There was a positive patency at all anastomoses after the end of the procedure, with no need for reinterventions. Conclusion: The new training model using chickens' intestine for infant intestinal anastomosis is low-cost, easy-to-make and easy available.

Simulated training of a laparoscopic vesicourethral anastomosis

Abstract Purpose: To develop a model and curriculum for simulated training of an effective and well accepted laparoscopic vesicourethral anastomosis (VUA). Methods: Experimental longitudinal study of quantitative character. The sample consisted of 12 general surgery residents and 6 urology residents (R3). The training consisted of making twelve VUAs on synthetic organs. The training was divided into four sessions and accompanied by an instructor who performed positive feedback. The evaluation of the anastomoses considered the time and the analysis of the operative technique through the global evaluation scale Objective Structured Assessment of Technical Skills (OSATS). Results: Residents showed a reduction in operative time and evolution in the surgical technique statistically significant (p<0.01). The best-rated items were the facilitator positive feedback and the fact that the training was carried out at the teaching hospital premises. Conclusions: The proposed training model was well accepted and proved to be effective in reducing operative time and improving laparoscopic skills. The training should be fractionated (4 sessions in 3 weeks), repetitive (12 anastomoses) and have positive feedback.

A non-living, effective model for microvascular training

Abstract Purpose: To introduce a nonliving microvascular training model based on vessels diameter and feasibility. Methods: We dissected ten oxen tongues, and divided the pedicles into three-thirds: proximal, middle and distal. We measured the external vessels diameter in all regions. We performed a descriptive statistical analysis. Three students (two beginner level and one intermediate level) performed this training. We evaluated the confidence, according Likert scale. Results: We dissected all oxen tongues, each tongue showed two parallel pedicles. Each pedicle was located at 1.5 - 2.0 cm from the midline. Proximal median artery and vein diameter were 3.9 ± 0.7, and 5.04 ± 1.44mm, respectively. In the middle third, the mean artery diameter was 3.3 ± 0.4mm, and the vein diameter was 3.5 ± 0.9mm. The distal third showed a mean artery diameter of 2.0 ± 0.42mm, and a vein diameter of 2.4 ± 0.82mm. The students performed ten anastomoses. This study showed a higher confidence level (CL) (p=0.03) than the pre training CL assessment. Conclusion: This study suggested a feasible non-animal model for microsurgical training process for beginners and intermediate trainees.

Ensino de técnicas de cirurgia cardiovascular na graduação em Medicina utilizando vísceras de suínos / Teaching techniques in cardiovascular surgery for undergraduate students with swine thoracic viscera

OBJETIVO: Apresentar um método prático de ensino e avaliar o grau de eficácia do aprendizado, comparando alunos que passaram pelo curso durante a graduação básica (sétimo semestre) e após 18 meses (décimo semestre), já no internato hospitalar. MÉTODOS: As vísceras conservadas por refrigeração, com coração, estruturas vasculares do mediastino, traqueia e pulmões, foram fixadas em suporte metálico apropriado. Os vasos supra- -aórticos foram ligados, e uma sonda de Foley foi introduzida retrogradamente para a infusão de água, permitindo a apresentação de procedimentos operatórios. Foram aplicados questionários a 40 alunos do sétimo e décimo semestre. As respostas foram submetidas à análise estatística. RESULTADOS: Foram demonstradas técnicas necessárias para o estabelecimento de circulação extracorpórea, confecção de enxerto aorta-coronária com segmento da artéria carótida obtido no mesmo bloco de vísceras, substituição da valva aórtica por prótese valvar sintética, correção de defeito previamente realizado no septo atrial, posicionamento dos vários tipos de eletrodos utilizados para a estimulação elétrica do coração, demonstração de técnicas empregadas para transplante cardíaco, simulação e correção de ferimentos do coração e da aorta. O grau de adequação da ferramenta avaliada foi positivo, com valores entre 55 e 95%, e houve retenção dos ensinamentos após 18 meses. Conclusão: Este método de ensino foi de fácil preparação e baixo custo, permitindo a realização de operações complexas e despertando interesse durante a graduação em Medicina.(AU)

OBJECTIVE: To present this practical teaching method, and assess the degree of learning effectiveness, comparing students who attended the course during basic undergraduation (seventh semester), and after eighteen months (tenth semester), when already in the Hospital internship. METHODS: Thoracic viscera, with heart, vascular structures of the mediastinum, trachea and lungs, preserved by refrigeration, were fixed in a metallic device. The supra-aortic branches were connected, and a Foley catheter was introduced backwards for water infusion, allowing the presentation of surgical procedures. Questionnaires were applied to 40 students of the seventh and tenth semesters; the answers underwent statistical analysis. RESULTS: The following techniques were demonstrated: establishment of cardiopulmonary bypass; coronary artery bypass grafting with carotid artery segment obtained in the same block of viscera; aortic valve replacement with synthetic valve; patch made with biological material in order to correct a defect previously held in the atrial septum; positioning of the various types of electrodes used for electrical stimulation of the heart; demonstration of techniques performed in cardiac transplantation and simulation and correction of both heart and aorta injuries. The degree of adequacy of such tool was positive, with values between 55 and 95%, and retention of what was taught after 18 months. CONCLUSION: This teaching method requires easy preparation and low cost, allowing the performance of complex operations, attracting medical students' interest.(AU)

Translational microsurgery. A new platform for transplantation research

ABSTRACT PURPOSE: Clinical microsurgery has been introduced in many fields, while experimental microsurgery has the cross-disciplinary features of the sciences and techniques for growth of medicine, pharmacology, veterinary, engineering etc. Training protocol, proposing a new name as Translational Microsurgery, was introduced. METHODS: Reconstructive skills of hepatic artery in pediatric living donor liver transplantation were summarized. Ex vivo training protocol using artificial blood vessel for surgeons was proposed. RESULTS: Clinical microsurgery requires anastomosis with delicate arteries and limited field of view. Our training protocol revealed that the relation between the score and speed was seen, while not all the surgeons with enough experience got high score. This training led to muster clinical skills and to apply excellent experimental works. CONCLUSIONS: Our microsurgical training protocol has been planned from the points of clinical setting. Training for vascular anastomosis led to rodent transplantation models. These models were used for immunology and immunosuppressant research. Microsurgical techniques led to master catheter technique and to inject various drugs or gene vectors.

Experience report on teaching surgical technique without animal use

PURPOSE: To report the experience of the school in implementing the 3 Rs replace, reduce and refine; showing time and assembling cost of the experimental models used in the teaching of Surgical Technique and Experimental Surgery. METHODS: Assembly time and costs of models: grafts and flaps performed in pork belly, model of intestinal anastomosis and jejunostomy done in Bahiana box and black box model for training videosurgery. RESULTS: Average time and cost estimate: ten minutes-pork belly, cost $ 6.00 per kilogram; two minutes-Bahiana box, cost $ 27.2; Black box-3.6 hours for manufacturing, cost $ 100.00. The repetition of each practice the cost is $ 3.20 for Bahiana box and at no cost to the black box. CONCLUSION: The experimental models presented are easily reproducible and of low cost. .