Abstract
Background
Current 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.
Methods
Nineteen 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.
Results
No 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.
Conclusions
This pilot study suggests that simulation-based education may be more effective for
teaching the basic concepts of ACS.
Keywords
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Article info
Publication history
Published online: August 03, 2016
Received in revised form:
July 15,
2016
Received:
May 11,
2016
Footnotes
The authors declare no conflicts of interest.
This project was supported by the OhioHealth resident research fund.
Identification
Copyright
© 2016 Elsevier Inc. All rights reserved.
