Knowledge and usability of a trauma training system for general surgery residents

Abstract Background Resident work-hour restrictions challenge educators to supplement residents' surgical education. We evaluated a computer-based trauma surgery system's ability to increase residents' surgical knowledge. Methods Modules on thoracic and abdominal surgical approaches w...

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Bibliographic Details
Published in:The American journal of surgery 2013-06, Vol.205 (6), p.681-684
Main Authors: Davis, James S., M.D, Garcia, George D., M.D, Wyckoff, Mary M., Ph.D., A.C.N.P, Alsafran, Salman, M.D, Graygo, Jill M., M.A., M.P.H, Withum, Kelly F., B.S, Levine, Robert J., M.D, Schulman, Carl I., M.D., Ph.D., M.S.P.H
Format: Article
Language:English
Subjects:
Abdomen
Abdomen - surgery
Abdominal maneuvers
Academic Medical Centers
Attitude of Health Personnel
Attitude to Computers
Clinical Competence
Cognition & reasoning
Computer-Assisted Instruction
Computer-based learning
Education
Educational Measurement
Feedback
Female
General Surgery - education
Humans
Internship and Residency
Likert scale
Male
Ostomy
Skills
Studies
Surgery
Surgical education
Surgical outcomes
Teaching hospitals
Thoracostomy
Thoracotomy - education
Training
User-Computer Interface
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Summary:Abstract Background Resident work-hour restrictions challenge educators to supplement residents' surgical education. We evaluated a computer-based trauma surgery system's ability to increase residents' surgical knowledge. Methods Modules on thoracic and abdominal surgical approaches were evaluated. Surgical residents with 1 or more years of experience completed the pretest, an interactive module, the post-test, and a usability survey. Results Fifteen participants completed both modules. Thoracic module pretest and post-test scores were 56 ± 11 (mean ± standard deviation) and 90 ± 10, respectively ( P < .0001). Mean abdominal module scores were 48 ± 20 and 85 ± 14, respectively ( P < .0001). The usability survey showed that 87% of participants would use these modules to supplement their trauma training, 93% could easily distinguish anatomic detail, and 100% thought that procedures were shown clearly. Conclusions This novel computer-based trauma education training system improved residents' knowledge of anatomy, surgical incisions, exposures, and technique. As innovative didactic tools arise in postgraduate medical education, it is crucial to document their effects on educational processes, learning satisfaction, and knowledge outcomes.
ISSN:0002-9610
1879-1883
DOI:10.1016/j.amjsurg.2012.07.037