Marina Yiasemidou1, Daniel Glassman2, James Tomlinson3, David Song4, Michael J Gough5. 1. School of Surgery, Health Education Yorkshire and Humber, Leeds Institute of Biomedical and Clinical Sciences, Leeds, West Yorkshire, United Kingdom. Electronic address: marinayiasemidou@gmail.com. 2. Leeds Teaching Hospitals, Leeds, West Yorkshire, United Kingdom. 3. School of Surgery, Health Education Yorkshire and the Humber, Leeds Teaching Hospitals, Leeds, West Yorkshire, United Kingdom. 4. Medical School, University of Leeds, Leeds, West Yorkshire, United Kingdom. 5. School of Surgery, Health Education Yorkshire and the Humber, Leeds, West Yorkshire, United Kingdom.
Abstract
OBJECTIVES: Assess expert opinion on the current and future role of simulation in surgical education. DESIGN: Expert opinion was sought through an externally validated questionnaire that was disseminated electronically. PARTICIPANTS: Heads of Schools of Surgery (HoS) (and deputies) and Training Program Directors (TPD) (and deputies). RESULTS: Simulation was considered a good training tool (HoS: 15/15, TPD: 21/21). The concept that simulation is useful mostly to novices and for basic skills acquisition was rejected (HoS: 15/15, TPDs: 21/21; HoS: 13/15, TPDs: 18/21). Further, simulation is considered suitable for teaching nontechnical skills (HoS: 13/15, TPDs: 20/21) and re-enacting stressful situations (HoS: 14/15, TPDs: 15/21). Most respondents also felt that education centers should be formally accredited (HoS: 12/15, TPDs: 16/21) and that consultant mentors should be appointed by every trust (HoS: 12/15, TPDs: 19/21). In contrast, there were mixed views on its use for trainee assessment (HoS: 6/15, TPDs: 14/21) and whether it should be compulsory (HoS: 8/15, TPDs: 11/21). CONCLUSION: The use of simulation for the acquirement of both technical and nontechnical skills is strongly supported while views on other applications (e.g., assessment) are conflicting. Further, the need for center accreditation and supervised, consultant-led teaching is highlighted.
OBJECTIVES: Assess expert opinion on the current and future role of simulation in surgical education. DESIGN: Expert opinion was sought through an externally validated questionnaire that was disseminated electronically. PARTICIPANTS: Heads of Schools of Surgery (HoS) (and deputies) and Training Program Directors (TPD) (and deputies). RESULTS: Simulation was considered a good training tool (HoS: 15/15, TPD: 21/21). The concept that simulation is useful mostly to novices and for basic skills acquisition was rejected (HoS: 15/15, TPDs: 21/21; HoS: 13/15, TPDs: 18/21). Further, simulation is considered suitable for teaching nontechnical skills (HoS: 13/15, TPDs: 20/21) and re-enacting stressful situations (HoS: 14/15, TPDs: 15/21). Most respondents also felt that education centers should be formally accredited (HoS: 12/15, TPDs: 16/21) and that consultant mentors should be appointed by every trust (HoS: 12/15, TPDs: 19/21). In contrast, there were mixed views on its use for trainee assessment (HoS: 6/15, TPDs: 14/21) and whether it should be compulsory (HoS: 8/15, TPDs: 11/21). CONCLUSION: The use of simulation for the acquirement of both technical and nontechnical skills is strongly supported while views on other applications (e.g., assessment) are conflicting. Further, the need for center accreditation and supervised, consultant-led teaching is highlighted.