Ellen Morrow1, Abebe Bekele2, Ayalew Tegegne2, Berhanu Kotisso2, Elizabeth Warner3, Jedediah Kaufman3, Anne-Marie Amies Oelschlager3, Brant Oelschlager3. 1. Departments of Surgery and Obstetrics and Gynecology, School of Medicine, University of Washington, Seattle, Washington, USA. Electronic address: Ellen.Morrow@hsc.utah.edu. 2. Department of Surgery, School of Medicine, Addis Ababa University, Addis Ababa, Ethiopia. 3. Departments of Surgery and Obstetrics and Gynecology, School of Medicine, University of Washington, Seattle, Washington, USA.
Abstract
BACKGROUND: We aimed to develop and implement a laparoscopic skills curriculum in an Ethiopian surgical residency program. We hypothesized that residents would improve with practice. METHODS: We developed a laparoscopic curriculum by adapting existing training models. Six courses were conducted during 2012 and 2013 in a teaching hospital in Ethiopia. Eighty-eight surgical residents participated. Main outcome measures were laboratory task completion times and student survey responses. RESULTS: Students showed improvement in time needed to complete skills tasks with practice. Mean times improved for all 5 tasks (P ≤ .01). Students uniformly reported that the course was valuable. The curriculum is now taught and sustained by local faculty. CONCLUSIONS: The development and implementation of a collaborative and sustainable laparoscopic curriculum is possible in a low-resource environment. Such a curriculum can result in improved laparoscopic expertise, surgical trainee satisfaction, and may increase utilization of laparoscopy. Published by Elsevier Inc.
BACKGROUND: We aimed to develop and implement a laparoscopic skills curriculum in an Ethiopian surgical residency program. We hypothesized that residents would improve with practice. METHODS: We developed a laparoscopic curriculum by adapting existing training models. Six courses were conducted during 2012 and 2013 in a teaching hospital in Ethiopia. Eighty-eight surgical residents participated. Main outcome measures were laboratory task completion times and student survey responses. RESULTS: Students showed improvement in time needed to complete skills tasks with practice. Mean times improved for all 5 tasks (P ≤ .01). Students uniformly reported that the course was valuable. The curriculum is now taught and sustained by local faculty. CONCLUSIONS: The development and implementation of a collaborative and sustainable laparoscopic curriculum is possible in a low-resource environment. Such a curriculum can result in improved laparoscopic expertise, surgical trainee satisfaction, and may increase utilization of laparoscopy. Published by Elsevier Inc.
Keywords:
Ethiopia; Laparoscopic; Simulation; Surgical education; Training
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