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  • Neurosurgical training with a novel CERVICAL SPINE SIMULATOR: Posterior foraminotomy and laminectomy

    Final Number:
    1272

    Authors:
    James S. Harrop MD, FACS; Ashwini Dayal Sharan MD; Daniel J. Hoh MD; Rohan Chitale; George M. Ghobrial MD; Ali R. Rezai MD

    Study Design:
    Other

    Subject Category:

    Meeting: Congress of Neurological Surgeons 2013 Annual Meeting

    Introduction: Neurosurgical residents have traditionally been instructed on surgical techniques and procedures through an apprenticeship model. Presently, there has been research and interest in expanding neurosurgical education model to simulation based education. This abstract reports the ability to establish a posterior cervical decompression educational curriculum with a novel cervical simulation model

    Methods: The Congress of Neurological Surgeons (CNS) developed a simulation committee to explore and develop simulation based models. The educational curriculum was developed to have didactic and technical components with the incorporation of simulation models. Through numerous reiterations a posterior cervical decompression (PCD) model was constructed and implemented into a 2 hour education curriculum. Residents performed pre- and post-test didactic tests and were graded on technical skills utilizing OSATS metrics.

    Results: Individuals’ level of training varied with: 5 PGY IIs, 1 PGY III, 2 PGY Vs, and one attending, with a majority of international participants 67% (6/9). Didactic scores overall improved 78% (7/9). All participants had technical scores improved from 11-24 (mean 14.1) to 19-25 (mean 22.4). Overall in the PCD simulator there was a significant improvement in the didactic score (P=0.0054) as well as the technical scores (P=0.016).

    Conclusions: In conclusion, the posterior cervical decompression simulation model appears to be a valuable tool in the education of neurosurgery residents in the aspects of this procedure. The combination of a didactic and technical assessment appears to be synergistic in terms of educational development.

    Patient Care: Better training on simulators with this didactic component should improve resident technical skills and translate into improved patient outcomes

    Learning Objectives: By the conclusion of this session, participants should be able to: 1) Describe the importance of didactic and technical components in neurosurgical education 2) Discuss, in the further advancement of education in neurosurgery 3) Understand the process to design and implement an educational algorithm

    References:

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