TITLE

THE COLONOSCOPY SIMULATOR AS A TEACHING TOOL

AUTHOR(S)
Mahmood, T.; Darzi, A.; Bann, S.; Datta, V.
PUB. DATE
April 2003
SOURCE
Gut;Apr2003 Supplement 1, Vol. 52, pA71
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Objectives: The aim of this study was to investigate the relationship between teaching in the form of structured feedback and performance with regard to colonoscopic procedures performed on the HT Immersion Medical Colonoscopy Simulator. The study employed clinically relevant outcome measures as proxies of learning. In contrast to work conducted on more primitive simulators, this study is not reliant upon the time taken to complete a task as the only surrogate of competency. The hypothesis is that learning colonoscopy on the simulator is affected by a structured feedback. Method: 10 postgraduate doctors, including 5 SpRs, 4 research fellows, and 1 PRHO, who had previously performed at least five times on the module used for training and assessment were recruited in the study. Candidates were given training in a structured way by means of feedback until they were themselves satisfied (minimum 19 min 11 seconds, maximum 33 min 38 seconds, mean 27 min 46 seconds). Training included negotiation of alpha, reverse alpha and N loops. Module 3 or 4 was used at random for teaching purposes. Assessment was made on the same module pre- and post-training. Results: The data show that in the presence of feedback there is physically and statistically significant improvement in the time taken to complete an episode (p < 0.004), mucosa visualised (p < 0.000), and the efficiency ratio (p < 0.001). There is improvement in the Learning curve derived from the differences in efficiency ratios pre- and post-training for each of the episodes completed. The maximum learning was 0.24 and the minimum was -0.4. Conclusions: This study has demonstrated the influence of structured feedback on performance on the colonoscopy simulator. A statistical description of the learning curve for simulated colonoscopy has been generated. In the presence of teaching in the form of structured feedback, improvements have been demonstrated for all outcome measures. Most importantly the gain in efficiency...
ACCESSION #
9747764

 

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