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DISCUSSION
We were pleased to find that the incorporation of
this service-learning project was a beneficial
experience for everyone involved.
Instructional Methods Abstract ID: 182 Award
Nominee
IMPLEMENTING A LAPAROSCOPIC
SURGICAL SKILLS CURRICULUM INTO A
SURGICAL RESIDENCY PROGRAM
Dante Dali, MS3 1 , Jeff Maire, DO, FACOS 2 ., Adam
Halverson, MS3 1 , Jason Arribas, MS3 1 , Amanda
Eilers, DO 2 and Edward Finnerty, PhD1 1 Des
Moines University and 2 Mercy Surgical Affiliates,
Des Moines, IA, USA
PURPOSE
Simulation exercises are increasingly being used for
teaching and assessing surgical skills, yet little has
been reported on how these experiences translate
into operative laparoscopic skill in osteopathic
surgery residents. We hypothesize that use of the
Fundamentals of Laparoscopic Surgery (FLS)
tutorial with a simulated skill experience for
surgical residency training will result in an increase
in resident skill level, intra-operative proficiency,
and improved resident confidence when assessed
during serial porcine cholecystectomy procedures.
METHODS
Three first year osteopathic surgery residents
participated in the study. Three serial laboratory
sessions took place over a 4 month period with
participants completing the FLS between the second
and third session. Each session consisted of the
residents individually performing laparoscopic
cholecystectomies on live anesthetized pigs with
controlled assistance from upper level residents.
Resident skill was assessed by attending surgeons
using the previously validated Global Assessment of
Laparoscopic Skill (GOALS) at each session.
Proficiency was measured by operative time.
Resident confidence was assessed by surveys filled
out immediately after session. This study was
approved by the appropriate institutional oversight
committees.
RESULTS
GOALS scores, intra-operative proficiency, and
resident confidence all increased with each session.
Improvements in the five areas assessed by GOALS:
depth perception, bimanual dexterity, efficiency,
tissue handling and autonomy occurred with each
laboratory. Proficiency, (mean time to completion)
also improved with each session (62.5 to 36.5 min).
Resident surveys showed an appreciable increase in
skills and confidence. All residents rated their
experience as highly beneficial and useful in their
careers as surgeons.
CONCLUSIONS
Results of this small study correlating simulated
learning with improved operative performance
during porcine cholecystectomy suggests a value for
implementation of FLS into osteopathic surgery
residency programs.
Instructional Methods Abstract ID: 183
ASSIGNMENTS FACILITATE STUDENTS’
ACTIVE EXPLORATION OF VIRTUAL
SLIDES AND ENHANCE HISTOLOGY
TEACHING
Susan Gilmer, University of Saskatchewan,
Saskatoon, SK S7N5E5 Canada
PURPOSE
We have recently introduced virtual slides into the
laboratory portion of histology instruction for first
year medical/dental students. To facilitate the
students’ interaction with the slides we require
them to submit assignments using these slides. We
surveyed students at the end of each of two years to
determine if the students found these assignments
useful in learning histology and worth the 2 to 7
hours they may spend completing them.
METHODS
The virtual slides are high resolution scans of our
histology slides using our Aperio system; links to
the virtual slides are delivered through bblearn with
other course materials. In the assignments we ask
students to identify and label structures or cells on
images they capture from the virtual slides. To help
them complete their assignments, students are
provided with laboratory write-ups and have access
to a study room housing microscopes with glass
slides and accompanying labeled images.
Instructors are available to answer questions on an
informal basis. Students often work cooperatively,
but submit their own assignments individually. In
order to assess students’ response to this approach,
students were surveyed.
RESULTS
Both informal and formal surveys assessing the use
of these assignments have been positive. In a scale
of 1 (strongly disagree) to 10 (strongly agree),
students reported they found the assignments useful
at a rating average of 9.04 and were worth the time
spent at a rating average of 8.16. Positive written
feedback reinforced these ratings.
Medical Science Educator © IAMSE 2012 Volume 22(4S) 309