3,056
Views
8
CrossRef citations to date
0
Altmetric
Articles

Simulation-based skills training in non-performing orthopedic surgeons: skills acquisition, motivation, and flow during the COVID-19 pandemic

&

  • Ahlberg G, Enochsson L, Gallagher A G, Hedman L, Hogman C, McClusky DA 3rd, Ramel S, Smith C D, Arvidsson, D. Proficiency-based virtual reality training significantly reduces the error rate for residents during their first 10 laparoscopic cholecystectomies. Am J Surg 2007; 193(6): 797–804.
  • Ahlborg L, Weurlander M, Hedman L, Nisell H, Lindqvist P G, Felländer-Tsai L, Enochsson L. Individualized feedback during simulated laparoscopic training: a mixed methods study. Int J Med Educ 2015; 6: 93–100.
  • Atesok K, Satava R M, Van Heest A, Hogan M V, Pedovits R A, Fu F H, Sitnikov I, Marsh J, Hurwitz S L. Retention of skills after simulation-based training in orthopaedic surgery. J Am Acad Orthop Surg 2016; 24 (8): 505–14.
  • Cerasoli C P, Nicklin J M, Ford M T. Intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis. Psychol Bulletin 2014; 140 (4): 980–1008.
  • Csikszentmihályi M. Intrinsic motivation and effective teaching. In: Csikszentmihályi M, editor. Applications of flow in human development and education: the collected works of Mihaly Csikszentmihalyi, Chapter 8. Dordrecht: Springer; 2014. p. 173–86.
  • Csikszentmihályi M, Abuhamdeh S, Nakamura J. Flow. In: Elliot AJ, Dweck C S, editors. Handbook of competence and motivation. New York: Guilford Press; 2005. p. 598–608.
  • Deci E L, Ryan R M. The ‘what’ and ‘why’ of goal pursuits: human needs and the self-determination of behavior. Psychol Inq 2000; 11(4): 227–68.
  • De Fraga D, Moneta B. Flow in work as a moderator of the self-determination model of work engagement. In Harmat L, Ørsted Andersen F, Ullén F, Wright F J, Sadlo G, editors. The flow experience: empirical research and applications. New York: Springer; 2016. p. 105–23.
  • Felländer-Tsai L. Pandemic pressure: policy, politics, profession, and rapid publication, Acta Orthop 2020.
  • Felländer-Tsai L, Kjellin A, Wredmark T, Ahlberg G, Anderberg B, Enochsson L, Hedman L, Johnson1 E, Mäkinen K, Ramel S, Ström P, Särnå L, Westman B. Basic accreditation for invasive image-guided intervention: a shift of paradigm in high technology education, embedding performance criterion levels in advanced medical simulators in a modern educational curriculum. J Inf Techn Healthc 2004; 3(2): 165–73.
  • Gallagher A G, Ritter E M, Champion H, Higgins G, Fried M P, Moses G, Smith C D, Satava R M. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg 2005; 241(2): 364–72.
  • Guay F, Vallerand R J, Blanchard C. On the assessment of situational intrinsic and extrinsic motivation: the Situational Motivation Scale. Motivation and Emotion 2000 24(3): 175–213.
  • Immenroth M, Bürger T, Brenner J, Nagelschmidt M, Eberspächer H, Troidl H. Mental training in surgical education: a randomized controlled trial. Ann Surg 2007; 245(3): 385–91.
  • Jackson S A, Martin A J, Eklund R C. Long and short measures of flow: the construct validity of the FSS-2, DFS-2, and new brief counterparts. J Sport Exerc Psychol 2008; 30(5): 561–87.
  • Johnston M J, Paige J T, Aggarwal R, Stefanidis D, Tsuda S, Aora S. An overview of research priorities in surgical simulation: what the literature has achieved during the 21st century and what remains. Am J Surg 2016; 211(1): 214–25.
  • Khamis N N, Satava R M, Alnassar S, Kern D E. A stepwise model for simulation-based curriculum development for clinical skills, a modification of the six-step approach. Surg Endosc 2016; 30: 279–87.
  • Kogan M, Klein S E, Hannon C P, Nolte M T. Orthopaedic education during the COVID-19 pandemic. J Am Acad Orthop Surg 2020. [Published online ahead of print May 7, 2020].
  • Moneta G B. Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work. Motivation and Emotion 2012; 36; 491–503.
  • Salas E, Tannenbaum SI, Kraiger K, Smith-Jentsch K A. The science of training and development in organizations: what matters in practice. Psychol Science Public Interest 2012; 13(2): 74–101.
  • Schlickum M, Felländer-Tsai L, Hedman L, Henningsohn L. Endourological simulator performance in female but not male medical students predicts written examination results in basic surgery. Scand J Urol 2013; 47(1): 38–42.
  • Schlickum M, Hedman L, Felländer-Tsai L. Visual-spatial ability is more important than motivation for novices in surgical simulator training: a preliminary study. Int J Med Educ 2016; 7: 56–61.
  • Stefanidis D, Acker C E, Greene F L. Performance goals on simulators boost resident motivation and skills laboratory attendance. J Surg Educ 2010; 67(2): 66–70.
  • Wallace L, Raison N, Ghumman F, Moran A, Dasgupta P, Ahmed K. Cognitive training: how can it be adapted for surgical education? Surgeon 2017; 15(4): 231–9. Epub 2016 Sep 19.
  • Wright R W, Armstrong A D, Azar F M, et al. The American Board of Orthopaedic Surgery response to COVID-19. J Am Acad Orthop Surgeons 2020. [published online ahead of print May 7].