Guilherme Pena

Systematic review of skills transfer after surgical simulation‐based training

Simulation‐based training assumes that skills are directly transferable to the patient‐based setting, but few studies have correlated simulated performance with surgical performance.

Multidisciplinary team simulation for the operating theatre: a review of the literature.

Analyses of adverse events inside the operating theatre has demonstrated that many errors are caused by failure in non‐technical skills and teamwork. While simulation has been used successfully for teaching and improving technical skills, more recently, multidisciplinary simulation has been used for training team skills. We hypothesized that this type of training is feasible and improves team skills in the operating theatre.

What are the demographic predictors in laparoscopic simulator performance

Simulation is playing an increasingly important role in surgical education. There are a number of laparoscopic simulators of which the design and tasks vary considerably. It is unknown if any particular type may result in better outcomes for a specific population. This study assesses the predictors of acquisition of basic surgical skills on two different laparoscopic simulators.

Non-technical skills of surgical trainees and experienced surgeons

In addition to technical expertise, surgical competence requires effective non‐technical skills to ensure patient safety and maintenance of standards. Recently the Royal Australasian College of Surgeons implemented a new Surgical Education and Training (SET) curriculum that incorporated non‐technical skills considered essential for a competent surgeon. This study sought to compare the non‐technical skills of experienced surgeons who completed their training before the introduction of SET with the non‐technical skills of more recent trainees.

Mobile Simulation Unit: taking simulation to the surgical trainee

Simulation‐based training has become an increasingly accepted part of surgical training. However, simulators are still not widely available to surgical trainees. Some factors that hinder the widespread implementation of simulation‐based training are the lack of standardized methods and equipment, costs and time constraints. We have developed a Mobile Simulation Unit (MSU) that enables trainees to access modern simulation equipment tailored to the needs of the learner at the trainees workplace.

Demand for surgical simulated learning. Supervisors and trainees views: do they align?

The Royal Australasian College of Surgeons recently conducted the Simulated Surgical Skills Program in an attempt to better understand the role, function and outcomes of laparoscopic surgical simulation. Following this programme, access to simulation learning activities and the resources valued by surgical supervisors and/or Surgical Education Training (SET) trainees in Australia was investigated. An electronic survey concerning access to simulation activity and perception of simulation training was provided to 1478 surgical supervisors with an interest in academic surgery, education or research, and all 1091 SET trainees across Australia. The survey was administered online and was open to respondents for 18 days, from 14 May to 31 May 2012. The questionnaires were completed by 21% of the supervisors (315/1478) and 13% of SET trainees (140/1091). For ease of interpretation of the data collected, the simulation activities were grouped as follows: • Basic 1: Basic suturing and knot tying • Basic 2: A – Laparoscopic depth perception, camera navigation and tissue cutting B – Laparoscopic ligating loop, intraand extracorporeal knot tying • Advanced: A – Laparoscopic hernia repair, appendicectomy, cholecystectomy and colonoscopy B – Knee and shoulder arthroscopy