Incorporating simulation into gynecologic surgical training

American Journal of Obstetrics and Gynecology
Kyle WohlrabDeborah Myers

Abstract

Today's educational environment has made it more difficult to rely on the Halstedian model of "see one, do one, teach one" in gynecologic surgical training. There is decreased surgical volume, but an increased number of surgical modalities. Fortunately, surgical simulation has evolved to fill the educational void. Whether it is through skill generalization or skill transfer, surgical simulation has shifted learning from the operating room back to the classroom. This article explores the principles of surgical education and ways to introduce simulation as an adjunct to residency training. We review high- and low-fidelity surgical simulators, discuss the progression of surgical skills, and provide options for skills competency assessment. Time and money are major hurdles when designing a simulation curriculum, but low-fidelity models, intradepartmental cost sharing, and utilizing local experts for simulation proctoring can aid in developing a simulation program.

References

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Citations

Jul 4, 2019·The Hastings Center Report·Louise P King
May 2, 2020·Obstetrics and Gynecology·Sarah HoopesDanielle D Antosh
Jun 17, 2020·Obstetrics and Gynecology·Chetna AroraArnold P Advincula
Jul 6, 2019·Neurourology and Urodynamics·Maria Luisa Sanchez-FerrerLuis Gómez-Pérez
Sep 16, 2017·Current Opinion in Obstetrics & Gynecology·Lisa M Goldthwaite, Kristina Tocce
Nov 26, 2019·American Journal of Obstetrics and Gynecology·Evelyn F HallBrittany S Hampton
Jun 12, 2021·Journal of Midwifery & Women's Health·Heather M BradfordKelly C Walker
Jul 9, 2021·International Urogynecology Journal·Rubin RajuJohn A Occhino

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