M Frigenza1, A Tran2, J Breaud3, J-P Fournier4, A Bongain1, J Delotte5. 1. Service de gynécologie-obstétrique-reproduction et de médecine fœtale du CHU de Nice, centre hospitalo-universitaire de l'Archet 2, université de Nice-Sophia-Antipolis, 151, route Saint-Antoine-de-Ginestière, 06200 Nice, France. 2. Service de pédiatrie, université de Nice-Sophia-Antipolis, GCS CHU-Lenval, 57, avenue de la Californie, 06200 Nice, France. 3. Service de chirurgie infantile, université de Nice-Sophia-Antipolis, GCS CHU-Lenval, 57, avenue de la Californie, 06200, Nice, France; Centre de simulation médicale, faculté de médecine de Nice, université de Nice-Sophia-Antipolis, 06000 Nice, France. 4. Centre de simulation médicale, faculté de médecine de Nice, université de Nice-Sophia-Antipolis, 06000 Nice, France; Service de médecine d'urgence, hôpital de St Roch, université de Nice-Sophia-Antipolis, 5, rue Pierre-Devoluy, 06000 Nice, France. 5. Service de gynécologie-obstétrique-reproduction et de médecine fœtale du CHU de Nice, centre hospitalo-universitaire de l'Archet 2, université de Nice-Sophia-Antipolis, 151, route Saint-Antoine-de-Ginestière, 06200 Nice, France. Electronic address: delotte.j@chu-nice.fr.
Abstract
GOAL: Evaluate the learning curve of SILS (Single Incision Laparoscopic Surgery) on a simulator, based on two tests of the Fundamentals of Laparoscopic Surgery certification program (FLS(®)), in a population of novice medical students, and compare their performance to those of senior surgeons practicing both "conventional" laparoscopic surgery and SILS. MATERIALS AND METHODS: Monocentric prospective study with four groups: two groups of novice medical students, and two groups of senior surgeons. The two FLS(®) tests used for evaluation were the peg transfer and the precision cutting tasks. RESULTS: No statistically significant differences were found between the novice groups, whether they started their first session directly, or immediately after watching a video presentation of the exercises. For the novice medical students, the average completion time of both tests improved significantly between the first and the sixth sessions with a short learning curve. The group of experienced seniors performed fastest in both tests. For the peg transfer task, the skills of the novice medical students were comparable to those of non-experienced seniors after the 4th session and improved after 6 sessions (P=0.017). For the precision cutting task, the average timing of the novice group became better than that of the non-experienced seniors, starting from the third session. CONCLUSIONS: FLS(®) "low fidelity" simulator training is effective for the training of novice medical students. To minimize the risk of technical errors, novice medical students should practice a minimum of six simulator-training sessions before starting their practical learning of SILS in the operating room.
GOAL: Evaluate the learning curve of SILS (Single Incision Laparoscopic Surgery) on a simulator, based on two tests of the Fundamentals of Laparoscopic Surgery certification program (FLS(®)), in a population of novice medical students, and compare their performance to those of senior surgeons practicing both "conventional" laparoscopic surgery and SILS. MATERIALS AND METHODS: Monocentric prospective study with four groups: two groups of novice medical students, and two groups of senior surgeons. The two FLS(®) tests used for evaluation were the peg transfer and the precision cutting tasks. RESULTS: No statistically significant differences were found between the novice groups, whether they started their first session directly, or immediately after watching a video presentation of the exercises. For the novice medical students, the average completion time of both tests improved significantly between the first and the sixth sessions with a short learning curve. The group of experienced seniors performed fastest in both tests. For the peg transfer task, the skills of the novice medical students were comparable to those of non-experienced seniors after the 4th session and improved after 6 sessions (P=0.017). For the precision cutting task, the average timing of the novice group became better than that of the non-experienced seniors, starting from the third session. CONCLUSIONS: FLS(®) "low fidelity" simulator training is effective for the training of novice medical students. To minimize the risk of technical errors, novice medical students should practice a minimum of six simulator-training sessions before starting their practical learning of SILS in the operating room.