Simulation-based Surgical EducationBest practices across surgical specialties relating to simulation-based training
Section snippets
Simulation in general surgery
Dating back to the 1990s, several factors, including patient safety concerns, the need to introduce new procedures and technologies in practice, and the focus on the high costs of training in real environments, fueled the use of simulation-based training.1, 2, 3, 4 By 2000, pioneering studies began to emerge affirming that structured skills lab training resulted in significant improvement in surgeon performance during actual operations.5, 6 Over the ensuing years, additional regulations and
Simulation in orthopedic surgery
There are a number of factors propelling change that involve a greater role of simulation training in orthopedic surgery. These factors include increasing procedural and technical complexity, continuous introduction of new surgical methods and techniques, safety concerns of patients and the public, increased costs and logistical challenges associated with cadaver training, and greater international demands for state-of-the-art surgical education. Unfortunately, orthopedics has been challenged
Simulation in urology
As in many other surgical specialties, the interest and application of simulation in postgraduate education in urology continues to expand. The rapid advances in technology, increased scrutiny on how best to adopt new technologies in clinical practice, limited work hours, patient safety concerns, increasing health care costs, and new device training regulations are all driving forces in regard to this movement.
Despite these factors, urology has not integrated simulation fully into educational
Simulation in cardiothoracic surgery
Cardiothoracic surgery is a high-stakes specialty where even minor adverse events can result in devastating consequences for the patient. Over the last 8 years, the specialty has embraced simulation-based education and training as a means to further enhance the knowledge and skills of its residents and practicing surgeons. A variety of low-cost but highly effective simulators and related curricula have been developed and have transformed education and training within cardiothoracic surgery.
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Simulation in otolaryngology
Training in otolaryngology involves integration of complex anatomy and associated pathology of the temporal bone with refined microsurgical technical skill. Unfortunately, otolaryngology faces the same barriers to training as many other surgery specialties, including less time available for teaching and learning, limitations of instructional resources, and the lack of uniform objective assessment of technical skills.36 However, simulation in otolaryngology has a rich history and continues to
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2020, Clinics in Podiatric Medicine and SurgeryCitation Excerpt :Therefore, simulated experiences can serve as an alternative setting to train surgeons before exposing patients to undue risk.7 Other factors driving an increased role of simulation in medical education include new techniques and increased procedure and technique complexity, costs and limited access to cadaveric training, a lack of standardized objective assessments of skills, and less instructional time because of work hour restrictions and limited flexibility in faculty schedules.2,8,9 The Association for Educational Communications and Technology defines educational technology as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.10
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