LOW-COST SIMULATOR ASSEMBLY FOR 3-DIMENSIONAL VIDEOSURGERY TRAINING

Construction and application of a low-cost laparoscopy training simulator as a teaching tool through motor coordination and two-dimensional vision practices

OBJECTIVES

to describe the construction of a low-cost laparoscopy training simulator and evaluate its level of acceptance, impact on learning, and skill development in medical students.

METHODS

we built a video training simulator using low-cost materials. We then carried out a cross-sectional study, with the use of an applied questionnaire to medical students.

RESULTS

51 medical students participated in the research, of whom 76.47% gained confidence in relation to laparoscopic surgery, 100% stated that the model successfully trained the skills of motor coordination and two-dimensional visual-spatial field, in addition to enabling a greater understanding of laparoscopy. All agreed that the simulator should be used before a real laparoscopic surgery scenario.

CONCLUSION

the construction of the described laparoscopic surgery training simulator proved to be feasible and effective as an educational resource. It was well accepted by medical students, with easy handling, and promoted the development of motor and visual skills in video surgery.

Validation of an endoscopic flavectomy training model

OBJECTIVE

to validate a lumbar spine endoscopic flavectomy simulator using the construct method and to assess the acceptability of the simulator in medical education.

METHODS

thirty medical students and ten video-assisted surgery experienced orthopedists performed an endoscopic flavectomy procedure in the simulator. Time, look-downs, lost instruments, respect for the stipulated edge of the ligamentum flavum, regularity of the incision, GOALS checklist (Global Operative Assessment of Laparoscopic Skills), and responses to the Likert Scale adapted for this study were analyzed.

RESULTS

all variables differed between groups. Procedure time was shorter in the physician group (p < 0.001). Look-downs and instrument losses were seven times greater among students than physicians. Half of the students respected the designated incision limits, compared to 80% of the physicians. In the student group, about 30% of the incisions were regular, compared to 100% in the physician group (p < 0.001). The physicians performed better in all GOALS checklist domains. All the physicians and more than 96% of the students considered the activity enjoyable, and approximately 90% believed that the model was realistic and could contribute to medical education.

CONCLUSIONS

the simulator could differentiate the groups' experience level, indicating construct validity, and both groups reported high acceptability.