کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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5731033 | 1611468 | 2017 | 7 صفحه PDF | دانلود رایگان |
BackgroundCurrent surgical education relies on simulated educational experiences or didactic sessions to teach low-frequency clinical events such as abdominal compartment syndrome (ACS). The purpose of this pilot study was to evaluate if simulation would improve performance and knowledge retention of ACS better than a didactic lecture.MethodsNineteen general surgery residents were block randomized by postgraduate year level to a didactic or a simulation session. After 3 months, all residents completed a knowledge assessment before participating in an additional simulation. Two independent reviewers assessed resident performance via audio-video recordings.ResultsNo baseline differences in ACS experience were noted between groups. The observational evaluation demonstrated a significant difference in performance between the didactic and simulation groups: 9.9 vs 12.5, P = .037 (effect size = 1.15). Knowledge retention was equivalent between groups.ConclusionsThis pilot study suggests that simulation-based education may be more effective for teaching the basic concepts of ACS.
Journal: The American Journal of Surgery - Volume 214, Issue 2, August 2017, Pages 358-364