Shinichiro Yokoyama1, Kenichi Mizunuma1, Yo Kurashima2,3,4, Yusuke Watanabe1, Tomoko Mizota1,5, Saseem Poudel1,6, Takanori Kikuchi7, Fujimi Kawai8, Toshiaki Shichinohe1, Satoshi Hirano1. 1. Department of Gastrointestinal Surgery II, Hokkaido University Graduate School of Medicine, Sapporo, Japan. 2. Department of Gastrointestinal Surgery II, Hokkaido University Graduate School of Medicine, Sapporo, Japan. yo.kurashima@huhp.hokudai.ac.jp. 3. Clinical Simulation Center, Hokkaido University, Sapporo, Japan. yo.kurashima@huhp.hokudai.ac.jp. 4. Department of Gastroenterological Surgery II, Hokkaido University Faculty of Medicine, Kita 15, Nishi 7, Kita-ku, Sapporo, 060-8638, Japan. yo.kurashima@huhp.hokudai.ac.jp. 5. Department of Surgery, National Hospital Organization Hakodate Hospital, Hakodate, Japan. 6. Department of General Surgery, Steel Memorial Muroran Hospital, Muroran, Japan. 7. Medical Library, Hokkaido University, Sapporo, Japan. 8. St. Luke's International University Library, Tokyo, Japan.
Abstract
PURPOSE: The aim of this study was to identify (1) the type of skill evaluation methods and (2) how the effect of training was evaluated in simulation-based training (SBT) in pediatric surgery. METHODS: Databases of PubMed, Cochrane Library, and Web of Science were searched for articles published from January 2000 to January 2017. Search concepts of Medical Subject Heading terms were "surgery," "pediatrics," "simulation," and "training, evaluation." RESULTS: Of 5858 publications identified, 43 were included. Twenty papers described simulators as assessment tools used to evaluate technical skills. Reviewers differentiated between experts and trainees using a scoring system (45%) and/or a checklist (25%). Simulators as training tools were described in 23 papers. While the training's effectiveness was measured using performance assessment scales (52%) and/or surveys (43%), no study investigated the improvement of the clinical outcomes after SBT. CONCLUSION: Scoring, time, and motion analysis methods were used for the evaluation of basic techniques of laparoscopic skills. Only a few SBT in pediatric surgery have definite goals with clinical effect. Future research needs to demonstrate the educational effect of simulators as assessment or training tools on SBT in pediatric surgery.
PURPOSE: The aim of this study was to identify (1) the type of skill evaluation methods and (2) how the effect of training was evaluated in simulation-based training (SBT) in pediatric surgery. METHODS: Databases of PubMed, Cochrane Library, and Web of Science were searched for articles published from January 2000 to January 2017. Search concepts of Medical Subject Heading terms were "surgery," "pediatrics," "simulation," and "training, evaluation." RESULTS: Of 5858 publications identified, 43 were included. Twenty papers described simulators as assessment tools used to evaluate technical skills. Reviewers differentiated between experts and trainees using a scoring system (45%) and/or a checklist (25%). Simulators as training tools were described in 23 papers. While the training's effectiveness was measured using performance assessment scales (52%) and/or surveys (43%), no study investigated the improvement of the clinical outcomes after SBT. CONCLUSION: Scoring, time, and motion analysis methods were used for the evaluation of basic techniques of laparoscopic skills. Only a few SBT in pediatric surgery have definite goals with clinical effect. Future research needs to demonstrate the educational effect of simulators as assessment or training tools on SBT in pediatric surgery.
Keywords:
Competency; Evaluation; Surgical education; Training impact
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