A Nabavi1, J Schipper2. 1. Klink für Neurochirurgie, International Neuroscience Institute (INI) Hannover GmbH, Rudolf-Pichlmayr-Straße 4, 30625, Hannover, Deutschland. nabavi@ini-hannover.de. 2. Klinik für Hals-Nasen-Ohrenheilkunde, Zentrum für Operative Medizin II, Universitätsklinikum Düsseldorf, Düsseldorf, Deutschland.
Abstract
BACKGROUND: Patient safety during operations hinges on the surgeon's skills and abilities. However, surgical training has come under a variety of restrictions. To acquire dexterity with decreasingly "simple" cases, within the legislative time constraints and increasing expectations for surgical results is the future challenge. OBJECTIVES: Are there alternatives to traditional master-apprentice learning? MATERIALS AND METHODS: A literature review and analysis of the development, implementation, and evaluation of surgical simulation are presented. RESULTS: Simulation, using a variety of methods, most important physical and virtual (computer-generated) models, provides a safe environment to practice basic and advanced skills without endangering patients. These environments have specific strengths and weaknesses. CONCLUSIONS: Simulations can only serve to decrease the slope of learning curves, but cannot be a substitute for the real situation. Thus, they have to be an integral part of a comprehensive training curriculum. Our surgical societies have to take up that challenge to ensure the training of future generations.
BACKGROUND:Patient safety during operations hinges on the surgeon's skills and abilities. However, surgical training has come under a variety of restrictions. To acquire dexterity with decreasingly "simple" cases, within the legislative time constraints and increasing expectations for surgical results is the future challenge. OBJECTIVES: Are there alternatives to traditional master-apprentice learning? MATERIALS AND METHODS: A literature review and analysis of the development, implementation, and evaluation of surgical simulation are presented. RESULTS: Simulation, using a variety of methods, most important physical and virtual (computer-generated) models, provides a safe environment to practice basic and advanced skills without endangering patients. These environments have specific strengths and weaknesses. CONCLUSIONS: Simulations can only serve to decrease the slope of learning curves, but cannot be a substitute for the real situation. Thus, they have to be an integral part of a comprehensive training curriculum. Our surgical societies have to take up that challenge to ensure the training of future generations.
Entities:
Keywords:
3D printing; Computer simulation; Curriculum; Graduate medical education; Patient-specific modeling
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