Low-Cost Laparoscopic Skill Training for Medical Students Using Homemade Equipment

Importance of future motivation for skill acquisition among medical students undergoing endoscopic forceps training

BACKGROUND

In recent years, surgical procedures have shifted from open thoracotomy and laparotomy to minimally invasive endoscopic surgery, making endoscopic forceps training essential. In our department, we teach endoscopic forceps training to medical students in dry laboratories. We examined differences in the skill acquisition of medical students undergoing endoscopic forceps training.

METHODS

Ninety-eight fourth-grade students at Kagoshima University Graduate School of Medicine underwent endoscopic forceps training every day in a dry laboratory during a two-week period in our department. Before the start of the training, we administered a questionnaire. We focused on the differences in skill acquisition levels between the first and second halves of the training period.

RESULTS

Twenty-eight of the 63 male students and 9 of the 35 female students aspired to become surgeons (hereafter: "aspiring surgeon group"). All students showed a significant improvement in their skill acquisition from the first to the second half (p < 0.001). At the start of training, there was no difference in skill acquisition between the 37 in the aspiring surgeon group and the other students. However, during the second half of the training, the aspiring surgeons acquired skills significantly faster (p = 0.007). Among them, male aspiring surgeons, in particular, acquired skills significantly faster. Focusing on the speed of skill acquisition, there was no correlation between sex (p = 0.18) or sports activity (p = 0.64) and improvement in endoscopic forceps skills.

CONCLUSIONS

In dry laboratory endoscopic forceps training among medical students, all participants showed skill improvement with repeated practice. However, aspiring surgeons demonstrated significantly faster improvement, likely due to clear goal setting. As demonstrated in this study, goal-setting in student education may be associated with skill acquisition.

A 3D-Printed, High-Fidelity Pelvis Training Model: Cookbook Instructions and First Experience

Background: Since laparoscopic surgery became the gold standard for colorectal procedures, specific skills are required to achieve good outcomes. The best way to acquire basic and advanced skills and reach the learning curve plateau is by using dedicated simulators: box-trainers, video-trainers and virtual reality simulators. Laparoscopic skills training outside the operating room is cost-beneficial, faster and safer, and does not harm the patient. When compared to box-trainers, virtual reality simulators and cadaver models have no additional benefits. Several laparoscopic trainers available on the market as well as homemade box and video-trainers, most of them using plastic boxes and standard webcams, were described in the literature. The majority of them involve training on a flat surface without any anatomical environment. In addition to their demonstrated benefits, box-trainers which add anatomic details can improve the training quality and skills development of surgeons. Methods: We created a 3D-printed anatomic pelvi-trainer which offers a real-size narrow pelvic space environment for training. The model was created starting with a CT-scan performed on a female pelvis from the Anatomy Museum (Cluj-Napoca University of Medicine and Pharmacy, Romania), using Invesalius 3 software (Centro de Tecnologia da informação Renato Archer CTI, InVesalius open-source software, Campinas, Brazil) for segmentation, Fusion 360 with Netfabb software (Autodesk software company, Fusion 360 with Netfabb, San Francisco, CA, USA) for 3D modeling and a FDM technology 3D printer (Stratasys 3D printing company, Fortus 380mc 3D printer, Minneapolis, MN, USA). In addition, a metal mold for casting silicone valves was made for camera and endoscopic instruments ports. The trainer was tested and compared using a laparoscopic camera, a standard full HD webcam and "V-Box" (INTECH-Innovative Training Technologies, Milano, Italia), a dedicated hard paper box. The pelvi-trainer was tested by 33 surgeons with different qualifications and expertise. Results: We made a complete box-trainer with a versatile 3D-printed pelvi-trainer inside, designed for a wide range of basic and advanced laparoscopic skills training in the narrow pelvic space. We assessed the feedback of 33 surgeons regarding their experience using the anatomic 3D-printed pelvi-trainer for laparoscopic surgery training in the narrow pelvic space. Each surgeon tested the pelvi-trainer in three different setups: using a laparoscopic camera, using a webcam connected to a laptop and a "V-BOX" hard paper box. In the experiments that were performed, each participant completed a questionnaire regarding his/her experience using the pelvi-trainer. The results were positive, validating the device as a valid tool for training. Conclusions: We validated the anatomic pelvi-trainer designed by our team as a valuable alternative for basic and advanced laparoscopic surgery training outside the operating room for pelvic organs procedures, proving that it supports a much faster learning curve for colorectal procedures without harming the patients.

A Novel Do-It-Yourself Approach to Simulating Minimally Invasive Laparoscopic Surgery

In 2008, the American Board of Surgery required residents to pass a laparoscopic fundamentals examination to sit for the boards. As such, minimally invasive surgery became the newest addition as a requisite skill for surgical trainees. To assist in preparing trainees for future surgery, simulation devices have been integrated into training programs to develop proficiency with laparoscopic and arthroscopic techniques. While effective, one of the biggest obstacles to accessing these devices is the thousands of dollars required for the equipment. Many commercial and do-it-yourself (DIY) iterations of low-cost, portable, laparoscopic simulators have been described to address this. While the price point ranges from 300 to 400 dollars, these DIY simulators primarily utilize webcams, iPhones, and tablet cameras in a fixed position. This presents an inherent limitation in the simulator's accuracy as current laparoscopy surgery utilizes camera motion. This study presents a novel DIY simulator that portrays a more realistic view of the operative field using camera motion and positioning, costing approximately 200 dollars. This proposed simulator uses a Universal Serial Bus (USB) endoscope with interchangeable side mirrors. We inserted an endoscope with built-in light-emitting diode (LED) lights into a seamless stainless tube for the laparoscope and attached it to a computer for configuration. To simulate the abdominal cavity, holes were drilled into a ½ torso hollow mannequin at the standard port locations for laparoscopic cholecystectomy, and rubber grommets were inserted into the drilled holes. Trocars were constructed using cross-linked polyethylene (PEX) tubing and #8 rubber stoppers. By creating a more affordable and easily constructed model, acquiring laparoscopic skills is more accessible. Simulators are becoming an essential part of medical training. Affordable simulators like ours allow trainees to develop their laparoscopic skill set at their own pace and convenience. More research into this can potentially lead to increased exposure to more accurate simulators and facilitate more accessible training for performing minimally invasive surgery in any surgical specialty.

Training minimally invasive surgery's basic skills: is expensive always better?

INTRODUCTION

Not all hospitals have a MIS training facility because often training is not a main corporate objective and could require lots of money. We tried to build a laparoscopic simulator that was effective and that would allow to carry out an adequate laparoscopic training similar to that obtained with the models normally used in MIS training programs. To construct a box trainer that would achieve the equivalent results than those usually used. A validation study was carried out by evaluating the content validity and construct validity of our simulator in addition a comparison study of our homemade trainer vs Karl Storz box trainer was performed.

MATERIAL AND METHODS

The HM laparoscopic trainer was assembled using a wood frame. Two LED lights were positioned on the inside roof of the trainer and a webcam was positioned through a special support as operative optic. The webcam was then connected to a PC and the latter was used as a monitor for the operator. Participants were 20 students and a group of 6 surgeons. Students were prospectively randomized to perform 4 of the 5 tasks of the fundamental laparoscopic surgery (FLS) program on both the HM trainer and the KS trainer (pegboard transfer, pattern cut, placement of ligating loop and intracorporeal knot suture). Simple paired t test was performed to compare times between the trainers. Then students performed two more sets of exercises on the HM. The group of surgeons performed three sets of the same exercises performed by the students on the HM. The time taken by surgeons and students to complete the exercises was compared using t test. At the end, all the participants carried out a questionnaire to evaluate their experience with the HM box trainer. For the questionnaire it was chosen to use a Linkert 1-5 scale (1 = strongly disagree; 2 = disagree; 3 = undecided; 4 = agree; 5 = strongly agree).

RESULTS

HM vs KS BT: Comparing time to complete the 4 tasks performed by students on both the BT, for the first task the p value was 0.30, for the second task 0.48, for the third task 0.80, for the fourth task 0.93, and for the total time 0.86. The comparison between the mean time of the first set of tasks of the participants who started with the HM BT and one of the participants who started on the KS p value was 1 p = 0.09; task 2 p = 0.32; task 3 p = 0.62; task 4 p = 0.32; total time p = 0.81. The comparison between the meantime of the second set of tasks of the participants who switched to the HM BT with the one of those who switched to the KS BT showed a p value of: p = 0.20 tasks 1 p = 0.53 task 2; p = 0.39 task 3; p = 0.30 task 4; p = 0.56 total time. Construct validity: The mean experts and students time of every single task and the total one showed a p value of: p < 0.01 for task 1; p < 0.01 task 2; p < 0.01 task 3; p < 0.01 task 4; p < 0.01 total time. Content validity: Both experts and students indicated the HM BT as a useful training tool and appreciated its easy use. Both groups would use it at home if it were available.

CONCLUSION

Valid MIS trainer can be easily built at home with few low-cost materials. Our study shows how training programs can be structured even with few resources in a creative and innovative way.