Efficacy of Surgical Simulation Training in a Low-Income Country.

INTRODUCTION: Simulation training has evolved as an important component of postgraduate surgical education and has shown to be effective in teaching procedural skills. Despite potential benefits to low- and middle-income countries (LMIC), simulation training is predominately used in high-income settings. This study evaluates the effectiveness of simulation training in one LMIC (Rwanda). METHODS: Twenty-six postgraduate surgical trainees at the University of Rwanda (Kigali, Rwanda) and Dalhousie University (Halifax, Canada) participated in the study. Participants attended one 3-hour simulation session using a high-fidelity, tissue-based model simulating the creation of an end ileostomy. Each participant was anonymously recorded completing the assigned task at three time points: prior to, immediately following, and 90 days following the simulation training. A single blinded expert reviewer assessed the performance using the Objective Structured Assessment of Technical Skill (OSATS) instrument. RESULTS: The mean OSATS score improvement for participants who completed all the assessments was 6.1 points [95 % Confidence Interval (CI) 2.2-9.9, p = 0.005]. Improvement was sustained over a 90-day period with a mean improvement of 4.1 points between the first and third attempts (95 % CI 0.3-7.9, p = 0.038). Simulation training was effective in both study sites, though most gains occurred with junior-level learners, with a mean improvement of 8.3 points (95 % CI 5.1-11.6, p < 0.001). Significant improvements were not identified for senior-level learners. CONCLUSION: This study supports the benefit for simulation in surgical training in LMICs. Skill improvements were limited to junior-level trainees. This work provides justification for investment in simulation-based curricula in Rwanda and potentially other LMICs.

Transanal total mesorectal excision (taTME) for rectal cancer: a training pathway.

BACKGROUND: With increasing interest in natural orifice surgery, there has been a dramatic evolution of transanal and endoluminal surgical techniques. These techniques began with transanal endoluminal surgical removal of rectal masses and have progressed to transanal radical proctectomy for rectal cancer. The first transanal total mesorectal excision (taTME) was performed in 2009 by Sylla, Rattner, Delgado, and Lacy. The improved visibility and working space associated with the taTME technique is intriguing. This video manuscript outlines the training pathway followed by pioneers in the taTME technique, the process of implementation into clinical practice, and initial case report. METHODS: A double board-certified colorectal surgeon with expertise in rectal cancer, minimally invasive total mesorectal excision, transanal endoscopic surgery (TES), and intersphincteric dissection, underwent taTME training in male cadaver models. Institutional review board (IRB) approval for a phase I clinical trial was achieved. The entire operative team including surgeons, nurses, and operative staff underwent taTME cadaver training the day prior to the first clinical case. The case was proctored by an expert in taTME. RESULTS: A 66-year-old male with uT3N1M0 rectal cancer located in the posterior distal rectum, underwent taTME with laparoscopic abdominal assistance, hand sewn coloanal anastomosis, and diverting loop ileostomy. The majority of the TME was performed transanally with laparoscopic assistance for exposure, splenic flexure mobilization, and high ligation of the vascular pedicles. Operative time was 359 min. There were no intraoperative complications. Pathology revealed a ypT2N1 moderately differentiated invasive adenocarcinoma, grade I TME, 1 cm circumferential radial margin, and 2/13 positive lymph nodes. CONCLUSION: Implementation of taTME into practice can be achieved by surgeons with expertise in minimally invasive TME, TES, pre-clinical taTME training in cadavers, case observation, proctoring, and ongoing mentorship. IRB peer review process and participation in a clinical registry are additional measures that should be employed.

Avatar-based interactive ileostomy education in hospitalized patients.

Computer-assisted education can be an effective means for patient engagement and empowerment however the feasibility of postoperative computer-assisted ileostomy education has not been studied systematically. The purpose of this study was to assess feasibility and patient acceptance of tablet-based interactive ileostomy education in patients with new stomas, and to evaluate the impact of this education modality on knowledge and self-efficacy. An interactive multimedia education for ileostomy management guided by adult learning theories was tested in 15 hospitalized patients with new ileostomies. After using the avatar-based education, the ileostomy knowledge score improved from 27.8±3.4 to 31.3±1.5 (p<0.002) and stoma care self-efficacy improved from 78.4±22.7 to 92.7±14.1 (p<0.05). Attitudinal surveys and qualitative interviews demonstrated high level of acceptance and provided valuable feedback for future improvements. We concluded that avatar-based interactive instruction can potentially be an effective means to deliver health education to hospitalized patients.

[The training of stomatherapy nurses]. / La formation des infirmières stomathérapeutes.

Advising and educating patients and resource people, providing information and training, leading a public-private-freelance and associative care network as well as being involved in a research process are essential elements of the practice of a stoma therapist. Although based on specific training this practice is not so much a speciality as a specificity.

[Learning curve in laparoscopic rectum surgery]. / Lernkurve in der laparoskopischen Rektumchirurgie.

Laparoscopic colorectal surgery has become increasingly more common since first being described in a publication in 1990. Despite a multitude of studies about the learning curve in laparoscopic colon surgery, there are almost no such studies with regard to laparoscopic rectum surgery. This paper aims to describe a surgeon's learning curve with regard to laparoscopic rectum surgery. Based on data collected in a prospective observational study of 180  patients, it can be established that a surgeon experienced in open colorectal surgery, with basic experience in laparoscopic surgery, after suitable preparation and having a personal interest in minimally invasive surgery, needs to perform about 35  laparoscopic rectum resections within 200  laparoscopic colon resections until selection rate, operating time and rates of general and surgical complications reach a plateau. A selection of cases suited to a surgeon's personal level of operating experience, is a prerequisite for a low rate of conversions and complications and for oncological long-term results comparable to those achieved through open surgery. However, the learning curve is dependent on a multitude of factors that are partly unknown at this point. Its duration most certainly varies between individual surgeons. Every surgeon is required to critically evaluate his or her own laparoscopic experience and select cases accordingly. Supervision by surgeons more experienced in laparoscopic colorectal surgery prevents disadvantages for patients in the early phases of the surgeon's learning curve. Training in laparoscopic colorectal surgery should take place only in institutions with a sufficient number of cases treated and a continuity in experienced teachers. CAMIC's efforts in establishing centres of competence and reference are therefore to be commended and supported.

Preoperative stoma siting and education by stomatherapists of colorectal cancer patients: a descriptive study in twelve Spanish colorectal surgical units.

OBJECTIVE: Patients with colorectal cancer who need a stoma should undergo preoperative marking of the stoma site and education by a trained stomatherapist. This study examined the care received by ostomy patients with colorectal cancer in Spanish colorectal surgery units, to assess its quality and to detect areas for improvement. METHOD: A prospective study was conducted in twelve Spanish colorectal surgery units in Spain including patients visited by the stomatherapist after surgery for colorectal cancer. Each patient answered a questionnaire about their stoma care. RESULTS: Between September 2007 and May 2008, 270 patients were included, (63% colostomies, 37% ileostomies). Of whom; 75% had elective and 25% emergency surgery. Stomatherapist marked the stoma site in 45,6% of patients (0% emergency created stomas and 58,8% elective). However, patients who saw a stoma therapist preoperatively presented significantly lower rates of stoma complications (p < 0.001) and anxiety (p < 0.001) compared to those who did not postoperatively. CONCLUSIONS: The study has demonstrated the importance of preoperative stomatherapy assessment.

[The impact of preoperative stoma siting and stoma care education on patient's quality of life]. / Tinkamai parinktos stomos vietos bei jos prieziuros reiksme pacientu gyvenimo kokybei.

The aim of study was to assess if preoperative stoma selection and adequate patient's teaching can affect the postoperative patient's quality of life. The study was performed in two university hospitals of Lithuania: Kaunas University of Medicine Hospital and Kaunas Oncology Hospital. Patients were divided into three groups. Patients were asked to answer the questionnaire the day before the stoma creation operation and two months after the operation. Questionnaires EORTC QLQ-C30, EORTC QLQ-CR38 and 10 supplementary questions were used. The results of the study show that following the stoma operation, when compared with preoperative results, general quality of life did not change significantly in groups I and II. Patients who received adequate education and preoperative stoma siting had better emotional functioning and less gastrointestinal problems. The financial problems of the patients in group I were significantly less than in the control group. Patients who received the adequate teaching without preoperative stoma selection experience better sexual satisfaction compared with control group. Stoma related problems were less in group I and II when comparing with the control group. The quality of the patients' teaching, adequacy and comfort of stoma site and satisfaction with the medical staff were significantly better in the group I and group II when compared to control group. Moreover, these results were significantly higher in the group I than in group II. CONCLUSIONS. The teaching the patients preoperatively and postoperative proceeding helps them to gain better experience in self stoma care hence reducing the psychological, physical, emotional, social and sexual problems.