187
Views
2
CrossRef citations to date
0
Altmetric
Review

In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment

, , , , , , , , , , & ORCID Icon show all
Pages 995-1002 | Published online: 30 Aug 2021

References

  • Rosen KR. The history of medical simulation. J Crit Care. 2008;23(2):157–166.
  • Badash I, Burtt K, Solorzano CA, Carey JN. Innovations in surgery simulation: a review of past, current and future techniques. Ann Transl Med. 2016;4(23):453.
  • Antoniou SA, Antoniou GA, Antoniou AI, Granderath FA. Past, present, and future of minimally invasive abdominal surgery. JSLS. 2015;19(3):e2015.00052.
  • Agha RA, Fowler AJ. The role and validity of surgical simulation. Int Surg. 2015;100(2):350–357.
  • Parsons BA, Blencowe NS, Hollowood AD, Grant JR. Surgical training: the impact of changes in curriculum and experience. J Surg Educ. 2011;68(1):44–51.
  • Rodrigues IA, Symes RJ, Turner S, Sinha A, Bowler G, Chan WH. Ophthalmic surgical training following modernising medical careers: regional variation in experience across the UK. BMJ Open. 2013;3(5):e002578.
  • Berwick D. A promise to learn – a commitment to act: improving the safety of patients in England. London: Department of Health; 2013.
  • Leape LL. Error in medicine. JAMA. 1994;272(23):1851–1857.
  • Donaldson MS, Corrigan JM, Kohn LT. To Err is Human: Building a Safer Health System. Vol. 6. National Academies Press; 2000.
  • Windsor JA. Role of simulation in surgical education and training. ANZ J Surg. 2009;79(3):127–132.
  • Kneebone R. Simulation in surgical training: educational issues and practical implications. Med Edu. 2003;37(3):267–277.
  • Bradley P, Postlethwaite K. Simulation in clinical learning. Med Edu. 2003;37:1–5.
  • Sideris M, Hanrahan J, Tsoulfas G, et al. Developing a novel international undergraduate surgical masterclass during a financial crisis: our 4-year experience. Postgrad Med J. 2018;94(1111):263–269.
  • Sideris M, Papalois A, Tsoulfas G, et al. Developing an international combined applied surgical science and wet lab simulation course as an undergraduate teaching model. Biomed Res Int. 2015;2015:463987.
  • Sideris M, Nicolaides M, Theodoulou I, et al. Student views on a novel holistic surgical education curriculum (iG4): a multi-national survey in a changing landscape. In vivo. 2020;34(3):1063–1069.
  • Sideris M, Papalois A, Theodoraki K, et al. Promoting undergraduate surgical education: current evidence and students’ views on ESMSC international wet lab course. J Invest Surg. 2017;30(2):71–77.
  • Theodoulou I, Nicolaides M, Athanasiou T, Papalois A, Sideris M. Simulation-based learning strategies to teach undergraduate students basic surgical skills: a systematic review. J Surg Educ. 2018;75(5):1374–1388.
  • Sideris M, Emin EI, Hanrahan JG, et al. ABC of surgical teaching: time to consider a global blueprint for Holistic education. J Invest Surg. 2020:1–11. doi:10.1080/08941939.2020.1800870.
  • Emin EI, Ruhomauly Z, Theodoulou I, et al. Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review. Ann Med Surg. 2019;40:22–30.
  • Emmanuel T, Nicolaides M, Theodoulou I, Yoong W, Lymperopoulos N, Sideris M. Suturing skills for medical students: a systematic review. In vivo. 2021;35(1):1–12.
  • Hanrahan JG, Sideris M, Pasha T, Dedeilia A, Papalois A, Papalois V. Postgraduate assessment approaches across surgical specialties: a systematic review of the published evidence. Acad Med. 2021;96(2):285–295.
  • Dhaif F, Paparoidamis G, Sideris M, et al. The role of anxiety in simulation-based dexterity and overall performance: does it really matter? J Invest Surg. 2019;32(2):164–169.
  • Hanrahan J, Sideris M, Pasha T, et al. Hands train the brain-what is the role of hand tremor and anxiety in undergraduate microsurgical skills? Acta Neurochir. 2018;160(9):1673–1679.
  • Hanrahan J, Sideris M, Tsitsopoulos PP, et al. Increasing motivation and engagement in neurosurgery for medical students through practical simulation-based learning. Ann Med Surg. 2018;34:75–79.
  • Pantelidis P, Sideris M, Tsoulfas G, et al. Is in-vivo laparoscopic simulation learning a step forward in the undergraduate surgical education? Ann Med Surg. 2017;16:52–56.
  • Sideris M, Papalois A, Theodoraki K, et al. Introducing in vivo dissection modules for undergraduate level trainees: what is the actual benefit and how could we make it more efficient? Indian J Surg. 2018;80(1):68–76.
  • Sideris MC, Papalois AE, Athanasiou T, et al. Evaluating the educational environment of an international animal model-based wet lab course for undergraduate students. Ann Med Surg. 2016;12:8–17.
  • Theodoulou I, Louca C, Sideris M, et al. A prospective study integrating a curriculum of interventional radiology in undergraduate education: a tetra-core simulation model. CVIR Endovasc. 2020;3(1):12.
  • Sideris M, Hanrahan J, Staikoglou N, et al. Optimizing engagement of undergraduate students in medical education research: the eMERG training network. Ann Med Surg. 2018;31:6–10.
  • Dedeilia A, Sotiropoulos MG, Hanrahan JG, Janga D, Dedeilias P, Sideris M. Medical and surgical education challenges and innovations in the COVID-19 era: a systematic review. In vivo. 2020;34(3 Suppl):1603–1611.
  • Sideris M, Hanrahan JG, Papalois V. COVID-19 and surgical education: every cloud has a silver lining. Ann Med Surg. 2020;58:20–21.
  • Nicolaides M, Cardillo L, Theodoulou I, et al. Developing a novel framework for non-technical skills learning strategies for undergraduates: a systematic review. Ann Med Surg. 2018;36:29–40.
  • Nicolaides M, Theodorou E, Emin EI, et al. Team performance training for medical students: low vs high fidelity simulation. Ann Med Surg. 2020;55:308–315.
  • Nicolaides M, Theodorou E, Hanrahan JG, et al. Advancing medical students’ non-technical skills in a group-based setting. J Invest Surg. 2021;34(1):39–43.
  • Pantelidis P, Staikoglou N, Paparoidamis G, et al. Medical students’ satisfaction with the applied basic clinical seminar with scenarios for students, a novel simulation-based learning method in Greece. J Educ Eval Health Prof. 2016;13:13.
  • Sideris M, Papalois V, Athanasiou T, et al. A novel multi-faceted course blueprint to support outcome-based holistic surgical education: the integrated generation 4 model (iG4). In vivo. 2020;34(2):503–509.
  • Theodoulou I, Sideris M, Lawal K, et al. Retrospective qualitative study evaluating the application of IG4 curriculum: an adaptable concept for holistic surgical education. BMJ Open. 2020;10(2):e033181.
  • Ferreira Galvão FH, Bacchella T, Cerqueira Machado M. Teaching intestinal transplantation in the rat for medical student. Microsurgery. 2007;27(4):277–281.
  • Aggarwal R, Mytton OT, Derbrew M, et al. Training and simulation for patient safety. BMJ Qual Saf. 2010;19(Suppl 2):i34–i43.
  • Chmarra MK, Dankelman J, van den Dobbelsteen JJ, Jansen FW. Force feedback and basic laparoscopic skills. Surg Endosc. 2008;22(10):2140–2148.
  • Miller A, Archer J. Impact of workplace based assessment on doctors’ education and performance: a systematic review. BMJ. 2010;341:c5064.
  • Shalhoub J, Marshall DC, Ippolito K. Perspectives on procedure-based assessments: a thematic analysis of semistructured interviews with 10 UK surgical trainees. BMJ Open. 2017;7(3):e013417.
  • Khan KZ, Gaunt K, Ramachandran S, Pushkar P. The objective structured clinical examination (OSCE): AMEE guide no. 81. Part II: organisation & administration. Med Teach. 2013;35(9):e1447–1463.
  • Bode C, Ugwu B, Donkor P. Viva voce in postgraduate surgical examinations in Anglophone West Africa. J West Afr Coll Surg. 2011;1(1):40–52.
  • Bohnen JD, George BC, Williams RG, et al. The feasibility of real-time intraoperative performance assessment with SIMPL (System for Improving and Measuring Procedural Learning): early experience from a multi-institutional trial. J Surg Educ. 2016;73(6):e118–e130.
  • World Health Organisation. Timeline: WHO’s COVID-19 response; 2021.