Structured feedback and operative video debriefing with critical view of safety annotation in training of laparoscopic cholecystectomy
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Structured feedback and operative video debriefing with critical view of safety annotation in training of laparoscopic cholecystectomy : a randomized controlled study. / Cizmic, Amila; Häberle, Frida; Wise, Philipp A; Müller, Felix; Gabel, Felix; Mascagni, Pietro; Namazi, Babak; Wagner, Martin; Hashimoto, Daniel A; Madani, Amin; Alseidi, Adnan; Hackert, Thilo; Müller-Stich, Beat P; Nickel, Felix.
in: SURG ENDOSC, Jahrgang 38, Nr. 6, 06.2024, S. 3241-3252.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung
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TY - JOUR
T1 - Structured feedback and operative video debriefing with critical view of safety annotation in training of laparoscopic cholecystectomy
T2 - a randomized controlled study
AU - Cizmic, Amila
AU - Häberle, Frida
AU - Wise, Philipp A
AU - Müller, Felix
AU - Gabel, Felix
AU - Mascagni, Pietro
AU - Namazi, Babak
AU - Wagner, Martin
AU - Hashimoto, Daniel A
AU - Madani, Amin
AU - Alseidi, Adnan
AU - Hackert, Thilo
AU - Müller-Stich, Beat P
AU - Nickel, Felix
N1 - © 2024. The Author(s).
PY - 2024/6
Y1 - 2024/6
N2 - BACKGROUND: The learning curve in minimally invasive surgery (MIS) is lengthened compared to open surgery. It has been reported that structured feedback and training in teams of two trainees improves MIS training and MIS performance. Annotation of surgical images and videos may prove beneficial for surgical training. This study investigated whether structured feedback and video debriefing, including annotation of critical view of safety (CVS), have beneficial learning effects in a predefined, multi-modal MIS training curriculum in teams of two trainees.METHODS: This randomized-controlled single-center study included medical students without MIS experience (n = 80). The participants first completed a standardized and structured multi-modal MIS training curriculum. They were then randomly divided into two groups (n = 40 each), and four laparoscopic cholecystectomies (LCs) were performed on ex-vivo porcine livers each. Students in the intervention group received structured feedback after each LC, consisting of LC performance evaluations through tutor-trainee joint video debriefing and CVS video annotation. Performance was evaluated using global and LC-specific Objective Structured Assessments of Technical Skills (OSATS) and Global Operative Assessment of Laparoscopic Skills (GOALS) scores.RESULTS: The participants in the intervention group had higher global and LC-specific OSATS as well as global and LC-specific GOALS scores than the participants in the control group (25.5 ± 7.3 vs. 23.4 ± 5.1, p = 0.003; 47.6 ± 12.9 vs. 36 ± 12.8, p < 0.001; 17.5 ± 4.4 vs. 16 ± 3.8, p < 0.001; 6.6 ± 2.3 vs. 5.9 ± 2.1, p = 0.005). The intervention group achieved CVS more often than the control group (1. LC: 20 vs. 10 participants, p = 0.037, 2. LC: 24 vs. 8, p = 0.001, 3. LC: 31 vs. 8, p < 0.001, 4. LC: 31 vs. 10, p < 0.001).CONCLUSIONS: Structured feedback and video debriefing with CVS annotation improves CVS achievement and ex-vivo porcine LC training performance based on OSATS and GOALS scores.
AB - BACKGROUND: The learning curve in minimally invasive surgery (MIS) is lengthened compared to open surgery. It has been reported that structured feedback and training in teams of two trainees improves MIS training and MIS performance. Annotation of surgical images and videos may prove beneficial for surgical training. This study investigated whether structured feedback and video debriefing, including annotation of critical view of safety (CVS), have beneficial learning effects in a predefined, multi-modal MIS training curriculum in teams of two trainees.METHODS: This randomized-controlled single-center study included medical students without MIS experience (n = 80). The participants first completed a standardized and structured multi-modal MIS training curriculum. They were then randomly divided into two groups (n = 40 each), and four laparoscopic cholecystectomies (LCs) were performed on ex-vivo porcine livers each. Students in the intervention group received structured feedback after each LC, consisting of LC performance evaluations through tutor-trainee joint video debriefing and CVS video annotation. Performance was evaluated using global and LC-specific Objective Structured Assessments of Technical Skills (OSATS) and Global Operative Assessment of Laparoscopic Skills (GOALS) scores.RESULTS: The participants in the intervention group had higher global and LC-specific OSATS as well as global and LC-specific GOALS scores than the participants in the control group (25.5 ± 7.3 vs. 23.4 ± 5.1, p = 0.003; 47.6 ± 12.9 vs. 36 ± 12.8, p < 0.001; 17.5 ± 4.4 vs. 16 ± 3.8, p < 0.001; 6.6 ± 2.3 vs. 5.9 ± 2.1, p = 0.005). The intervention group achieved CVS more often than the control group (1. LC: 20 vs. 10 participants, p = 0.037, 2. LC: 24 vs. 8, p = 0.001, 3. LC: 31 vs. 8, p < 0.001, 4. LC: 31 vs. 10, p < 0.001).CONCLUSIONS: Structured feedback and video debriefing with CVS annotation improves CVS achievement and ex-vivo porcine LC training performance based on OSATS and GOALS scores.
KW - Cholecystectomy, Laparoscopic/education
KW - Humans
KW - Clinical Competence
KW - Video Recording
KW - Swine
KW - Animals
KW - Female
KW - Male
KW - Learning Curve
KW - Curriculum
KW - Adult
KW - Students, Medical
KW - Formative Feedback
KW - Young Adult
KW - Feedback
U2 - 10.1007/s00464-024-10843-6
DO - 10.1007/s00464-024-10843-6
M3 - SCORING: Journal article
C2 - 38653899
VL - 38
SP - 3241
EP - 3252
JO - SURG ENDOSC
JF - SURG ENDOSC
SN - 0930-2794
IS - 6
ER -
