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10.1016/j.jsurg.2021.06.020 http://scihub22266oqcxt.onion/10.1016/j.jsurg.2021.06.020 34301520!8253696!34301520     free     free     free Warning: file_get_contents(https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&id=34301520&cmd=llinks): Failed to open stream: HTTP request failed! 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Creating a Proficiency-based Remote Laparoscopic Skills Curriculum for the COVID-19 Era |pdf=|usr=}}{{34301520}} gab.com Text Creating a Proficiency-based Remote Laparoscopic Skills Curriculum for the COVID-19 Era JO: J Surg Educ http://www.kidney.de/pget.php?&tw=1&pmid=34301520 #FOAvip OBJECTIVE: Social distancing restrictions due to COVID-19 challenged our ability to educate incoming surgery interns who depend on early simulation training for basic skill acquisition. This study aimed to create a proficiency-based laparoscopic skills curriculum using remote learning. DESIGN: Content experts designed 5 surgical tasks to address hand-eye coordination, depth perception, and precision cutting. A scoring formula was used to measure performance: cutoff time - completion time - (K?x?errors)?=?score; the constant K was determined for each task. As a benchmark for proficiency, a fellowship-trained laparoscopic surgeon performed 3 consecutive repetitions of each task; proficiency was defined as the surgeon's mean score minus 2 standard deviations. To train remotely, PGY1 surgery residents (n?=?29) were each issued a donated portable laparoscopic training box, task explanations, and score sheets. Remote training included submitting a pre-test video, self-training to proficiency, and submitting a post-test video. Construct validity (expert vs. trainee pre-tests) and skill acquisition (trainee pre-tests vs. post-tests) were compared using a Wilcoxon test (median [IQR] reported). SETTING: The University of Texas Southwestern Medical Center in Dallas, Texas PARTICIPANTS: Surgery interns RESULTS: Expert and trainee pre-test performance was significantly different for all tasks, supporting construct validity. One trainee was proficient at pre-test. After 1 month of self-training, 7 additional residents achieved proficiency on all 5 tasks after 2-18 repetitions; trainee post-test scores were significantly improved versus pre-test on all tasks (p?=?0.01). CONCLUSIONS: This proficiency-based curriculum demonstrated construct validity, was feasible as a remote teaching option, and resulted in significant skill acquisition. The remote format, including video-based performance assessment, facilitates effective at-home learning and may allow additional innovations such as video-based coaching for more advanced curricula. Twit Text FOAVip Creating a Proficiency-based Remote Laparoscopic Skills Curriculum for the COVID-19 Era ????J Surg Educ http://www.kidney.de/pget.php?&tw=1&pmid=34301520 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=34301520 #FOAvip English Wikipedia <ref>{{Cite pmid|34301520}}</ref> Creating a Proficiency-based Remote Laparoscopic Skills Curriculum for the COVID-19 Era #MMPMID34301520 Nagaraj MB; AbdelFattah KR; Scott DJ; Farr DE J Surg Educ 2022[Jan]; 79 (1): 229-236 PMID34301520show ga OBJECTIVE: Social distancing restrictions due to COVID-19 challenged our ability to educate incoming surgery interns who depend on early simulation training for basic skill acquisition. This study aimed to create a proficiency-based laparoscopic skills curriculum using remote learning. DESIGN: Content experts designed 5 surgical tasks to address hand-eye coordination, depth perception, and precision cutting. A scoring formula was used to measure performance: cutoff time - completion time - (K?x?errors)?=?score; the constant K was determined for each task. As a benchmark for proficiency, a fellowship-trained laparoscopic surgeon performed 3 consecutive repetitions of each task; proficiency was defined as the surgeon's mean score minus 2 standard deviations. To train remotely, PGY1 surgery residents (n?=?29) were each issued a donated portable laparoscopic training box, task explanations, and score sheets. Remote training included submitting a pre-test video, self-training to proficiency, and submitting a post-test video. Construct validity (expert vs. trainee pre-tests) and skill acquisition (trainee pre-tests vs. post-tests) were compared using a Wilcoxon test (median [IQR] reported). SETTING: The University of Texas Southwestern Medical Center in Dallas, Texas PARTICIPANTS: Surgery interns RESULTS: Expert and trainee pre-test performance was significantly different for all tasks, supporting construct validity. One trainee was proficient at pre-test. After 1 month of self-training, 7 additional residents achieved proficiency on all 5 tasks after 2-18 repetitions; trainee post-test scores were significantly improved versus pre-test on all tasks (p?=?0.01). CONCLUSIONS: This proficiency-based curriculum demonstrated construct validity, was feasible as a remote teaching option, and resulted in significant skill acquisition. The remote format, including video-based performance assessment, facilitates effective at-home learning and may allow additional innovations such as video-based coaching for more advanced curricula. |*COVID-19[MESH] |*Internship and Residency[MESH] |*Laparoscopy[MESH] |Clinical Competence[MESH] |Curriculum[MESH] |Humans[MESH]Creating a Proficiency-based Remote Laparoscopic Skills Curriculum for(epmc).pdf DeepDyve Pubget Overpricing