ABSTRACT
INTRODUCTION: The acquisition of laparoscopic technique skills in an operating room is conditioned by the expertise of the tutor and the number of training interventions by the trainee. For students and surgeons to use a laparoscopic simulator to train their skills, it must be validated beforehand. METHODS: A laparoscopic simulator box was designed, along with 6 interchangeable training games. The simulator was validated by a group of 19 experts, physicians with an experience from at least 100 laparoscopic surgeries, and 20 students of 4th to 6th grades of medical school (non-experts). To evaluate its construct validity, time-to-completion and the number of successfully completed games were assessed. We used 11 and 9-item questionnaires to gather information on content and face validity respectively. In both questionnaires, answers were collected through Likert-type scales, scored from 1 to 5. RESULTS: The group of experts required less time and successfully completed more games than the group of non-experts (p < 0.01). The group of non-experts gave a score ≥ 4 points on each of the questions regarding the content validity of the tool, however, the experts rated with a significant lower mean score the need for the simulator to learn the surgical technique (3.68 points; p < 0.01). Regarding the face validity, all items were graded with a score ≥ 4 points except for the question relating to the spatial realism (3.82 points). CONCLUSION: The laparoscopy simulation box and the games were valid means for training surgeons and medical students to develop the skills required for the laparoscopic technique.
Subject(s)
Laparoscopy , Surgeons , Humans , Laparoscopy/methods , Computer SimulationABSTRACT
Introduction: The acquisition of laparoscopic technique skills in an operating room is conditioned by the expertise of the tutor and the number of training interventions by the trainee. For students and surgeons to use a laparoscopic simulator to train their skills, it must be validated beforehand. Methods: A laparoscopic simulator box was designed, along with 6 interchangeable training games. The simulator was validated by a group of 19 experts, physicians with an experience from at least 100 laparoscopic surgeries, and 20 students of 4th to 6th grades of medical school (non-experts). To evaluate its construct validity, time-to-completion and the number of successfully completed games were assessed. We used 11 and 9-item questionnaires to gather information on content and face validity respectively. In both questionnaires, answers were collected through Likert-type scales, scored from 1 to 5. Results: The group of experts required less time and successfully completed more games than the group of non-experts (p < 0.01). The group of non-experts gave a score ≥ 4 points on each of the questions regarding the content validity of the tool, however, the experts rated with a significant lower mean score the need for the simulator to learn the surgical technique (3.68 points; p < 0.01). Regarding the face validity, all items were graded with a score ≥ 4 points except for the question relating to the spatial realism (3.82 points). Conclusion: The laparoscopy simulation box and the games were valid means for training surgeons and medical students to develop the skills required for the laparoscopic technique. (AU)
Introducción: La adquisición de las habilidades propias de la técnica laparoscópica en quirófano está condicionada por la experiencia del tutor y el número de intervenciones que realiza el aprendiz. Para que los estudiantes y cirujanos en formación utilicen un simulador laparoscópico para entrenar sus habilidades es importante que este esté previamente validado. Métodos: Se diseñó una caja de simulación laparoscópica, junto con 6 juegos de entrenamiento intercambiables. El simulador fue validado por un grupo de 19 expertos, médicos con experiencia de al menos 100 cirugías laparoscópicas y 20 estudiantes de 4º a 6º del Grado en Medicina (no expertos). Para evaluar su validez de constructo, se evaluó el tiempo hasta la finalización y el número de juegos completados con éxito. Se utilizaron cuestionarios de 11 y 9 ítems para recopilar información sobre la validez de contenido y la validez aparente, respectivamente. En ambos cuestionarios, las respuestas se recogieron con escalas tipo Likert de 1 a 5. Resultados: El grupo de expertos necesitó menos tiempo y completó con éxito más juegos que el grupo de no expertos (p < 0.01). El grupo de no expertos puntuó con ≥ 4 puntos cada una de las preguntas relativas a la validez del contenido, sin embargo, el grupo de experto dio una puntuación significativamente menor la necesidad del simulador para aprender la técnica laparoscópica (3,68 puntos; p < 0,01). En cuanto a la validez aparente, todos los ítems fueron calificados con una puntuación ≥ 4 puntos excepto el relativo al realismo espacial (3,82 puntos). Conclusión: La caja de simulación de laparoscopia y los juegos que desarrollamos son válidos para que cirujanos y estudiantes de medicina desarrollen las habilidades necesarias para la cirugía laparoscópica. (AU)
Subject(s)
Humans , Laparoscopy , Reproducibility of Results , Spain , Surveys and Questionnaires , Surgeons , Students, MedicalABSTRACT
INTRODUCTION: The acquisition of laparoscopic technique skills in an operating room is conditioned by the expertise of the tutor and the number of training interventions by the trainee. For students and surgeons to use a laparoscopic simulator to train their skills, it must be validated beforehand. METHODS: A laparoscopic simulator box was designed, along with 6 interchangeable training games. The simulator was validated by a group of 19 experts, physicians with an experience from at least 100 laparoscopic surgeries, and 20 students of 4th to 6th grades of medical school (non-experts). To evaluate its construct validity, time-to-completion and the number of successfully completed games were assessed. We used 11 and 9-item questionnaires to gather information on content and face validity respectively. In both questionnaires, answers were collected through Likert-type scales, scored from 1 to 5. RESULTS: The group of experts required less time and successfully completed more games than the group of non-experts (p < 0.01). The group of non-experts gave a score ≥4 points on each of the questions regarding the content validity of the tool, however, the experts rated with a significant lower mean score the need for the simulator to learn the surgical technique (3.68 points; p < 0.01). Regarding the face validity, all items were graded with a score ≥4 points except for the question relating to the spatial realism (3.82 points). CONCLUSION: The laparoscopy simulation box and the games were valid means for training surgeons and medical students to develop the skills required for the laparoscopic technique.
