The Experts below are selected from a list of 417 Experts worldwide ranked by ideXlab platform
Ajit K. Sachdeva - One of the best experts on this subject based on the ideXlab platform.
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Use of a paper-cut as an adjunct to teaching the Whipple procedure by video
American journal of surgery, 1998Co-Authors: Barry D. Mann, Anne Seidman, Christine M Heath, Edward J. Gracely, Linda Z. Nieman, Ajit K. SachdevaAbstract:Abstract Background: Medical students often experience difficulty comprehending anatomic relationships of complex operations to which they are exposed during surgical clerkship. Pancreaticoduodenectomy, the Whipple procedure, is one such operation. Although video recordings are available to facilitate the learning of the Whipple procedure, commercially available tapes are not self-explanatory to the uninitiated. Since we have previously demonstrated that third-year medical students could learn the operative steps of inguinal herniorraphy by a paper-cutting exercise, we set out to determine whether an exercise of similar design could enhance a student’s comprehension of the Whipple procedure. Methods: Using Adobe Illustrator 5.5 for MacIntosh, an exercise was developed on a 8.5 × 11- inch paper that could be distributed to students for self-administration. The exercise was performed using a #15 scalpel or an Iris Scissors. Thirty-seven students were randomized into two groups. Each student received a pretest of questions focusing on the Whipple procedure. Group I was shown an 18-minute commercially available teaching video on the Whipple procedure. Group II was given the Whipple origami exercise, which required 20 minutes to complete. A first posttest was administered to each group. Next, the groups switched exercises, and a second posttest was administered. Results: There was no significant difference between the groups’ pretest scores (two-tailed t test, P = 0.290). Group I improved its score from an average of 64.21 (SD 14.27) to 67.89 (SD 13.16) after watching the video, and further to 77.89 (SD 14.37) after completing the paper-cut exercise. Group II improved from 60.00 (SD 9.43) to 78.95 (SD 11.00) after performing the paper-cut, but derived no additional measurable benefit from watching the video, average score 74.74 (SD 18.37). After the first exercise, students who performed the paper-cut showed a significantly greater improvement in test scores compared with students who saw the video ( P = 0.0035 by Mann-Whitney U ). After both groups had completed the exercises, the mean changes from baseline were no longer significantly different ( P = 0.58 by Mann-Whitney U ). Conclusion: As a single educational intervention, the paper-cut exercise was a more effective teaching device than the video in the given time frame. The origami model may be generalized to a variety of surgical procedures and appears to be a valuable adjunct to traditional teaching.
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Teaching three-dimensional surgical concepts of inguinal hernia in a time-effective manner using a two-dimensional paper-cut.
American journal of surgery, 1997Co-Authors: Barry D. Mann, Anne Seidman, Timothy Haley, Ajit K. SachdevaAbstract:Background Because inguinal hernia repair is difficult for third-year students to comprehend, a 2-dimensional paper-cut was developed to teach the concepts of inguinal hernia in a time-effective manner before students' observation of herniorrhaphy in the operating room. Methods Using Adobe Illustrator 5.5 for MacIntosh, a 2-dimensional inexpensively printed paper-cut was created to allow students to perform their own simulated hernia repair before observing surgery. The exercise was performed using a no. 15 scalpel or an Iris Scissors and was evaluated by comparing 10-question pre-tests and post-tests. Results Seventy-five students performed the exercise, most completing it within 15 minutes. The mean pre-test score was 7.4/10 and the mean post-test score was 9.1/10. Students performing the paper-cut reported better understanding when observing actual herniorrhaphy. Conclusions A 2-dimensional paper-cut (“surgical origami”) may be a time-effective method to prepare students for the observation of hernia repair.
Barry D. Mann - One of the best experts on this subject based on the ideXlab platform.
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Use of a paper-cut as an adjunct to teaching the Whipple procedure by video
American journal of surgery, 1998Co-Authors: Barry D. Mann, Anne Seidman, Christine M Heath, Edward J. Gracely, Linda Z. Nieman, Ajit K. SachdevaAbstract:Abstract Background: Medical students often experience difficulty comprehending anatomic relationships of complex operations to which they are exposed during surgical clerkship. Pancreaticoduodenectomy, the Whipple procedure, is one such operation. Although video recordings are available to facilitate the learning of the Whipple procedure, commercially available tapes are not self-explanatory to the uninitiated. Since we have previously demonstrated that third-year medical students could learn the operative steps of inguinal herniorraphy by a paper-cutting exercise, we set out to determine whether an exercise of similar design could enhance a student’s comprehension of the Whipple procedure. Methods: Using Adobe Illustrator 5.5 for MacIntosh, an exercise was developed on a 8.5 × 11- inch paper that could be distributed to students for self-administration. The exercise was performed using a #15 scalpel or an Iris Scissors. Thirty-seven students were randomized into two groups. Each student received a pretest of questions focusing on the Whipple procedure. Group I was shown an 18-minute commercially available teaching video on the Whipple procedure. Group II was given the Whipple origami exercise, which required 20 minutes to complete. A first posttest was administered to each group. Next, the groups switched exercises, and a second posttest was administered. Results: There was no significant difference between the groups’ pretest scores (two-tailed t test, P = 0.290). Group I improved its score from an average of 64.21 (SD 14.27) to 67.89 (SD 13.16) after watching the video, and further to 77.89 (SD 14.37) after completing the paper-cut exercise. Group II improved from 60.00 (SD 9.43) to 78.95 (SD 11.00) after performing the paper-cut, but derived no additional measurable benefit from watching the video, average score 74.74 (SD 18.37). After the first exercise, students who performed the paper-cut showed a significantly greater improvement in test scores compared with students who saw the video ( P = 0.0035 by Mann-Whitney U ). After both groups had completed the exercises, the mean changes from baseline were no longer significantly different ( P = 0.58 by Mann-Whitney U ). Conclusion: As a single educational intervention, the paper-cut exercise was a more effective teaching device than the video in the given time frame. The origami model may be generalized to a variety of surgical procedures and appears to be a valuable adjunct to traditional teaching.
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Teaching three-dimensional surgical concepts of inguinal hernia in a time-effective manner using a two-dimensional paper-cut.
American journal of surgery, 1997Co-Authors: Barry D. Mann, Anne Seidman, Timothy Haley, Ajit K. SachdevaAbstract:Background Because inguinal hernia repair is difficult for third-year students to comprehend, a 2-dimensional paper-cut was developed to teach the concepts of inguinal hernia in a time-effective manner before students' observation of herniorrhaphy in the operating room. Methods Using Adobe Illustrator 5.5 for MacIntosh, a 2-dimensional inexpensively printed paper-cut was created to allow students to perform their own simulated hernia repair before observing surgery. The exercise was performed using a no. 15 scalpel or an Iris Scissors and was evaluated by comparing 10-question pre-tests and post-tests. Results Seventy-five students performed the exercise, most completing it within 15 minutes. The mean pre-test score was 7.4/10 and the mean post-test score was 9.1/10. Students performing the paper-cut reported better understanding when observing actual herniorrhaphy. Conclusions A 2-dimensional paper-cut (“surgical origami”) may be a time-effective method to prepare students for the observation of hernia repair.
Anne Seidman - One of the best experts on this subject based on the ideXlab platform.
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Use of a paper-cut as an adjunct to teaching the Whipple procedure by video
American journal of surgery, 1998Co-Authors: Barry D. Mann, Anne Seidman, Christine M Heath, Edward J. Gracely, Linda Z. Nieman, Ajit K. SachdevaAbstract:Abstract Background: Medical students often experience difficulty comprehending anatomic relationships of complex operations to which they are exposed during surgical clerkship. Pancreaticoduodenectomy, the Whipple procedure, is one such operation. Although video recordings are available to facilitate the learning of the Whipple procedure, commercially available tapes are not self-explanatory to the uninitiated. Since we have previously demonstrated that third-year medical students could learn the operative steps of inguinal herniorraphy by a paper-cutting exercise, we set out to determine whether an exercise of similar design could enhance a student’s comprehension of the Whipple procedure. Methods: Using Adobe Illustrator 5.5 for MacIntosh, an exercise was developed on a 8.5 × 11- inch paper that could be distributed to students for self-administration. The exercise was performed using a #15 scalpel or an Iris Scissors. Thirty-seven students were randomized into two groups. Each student received a pretest of questions focusing on the Whipple procedure. Group I was shown an 18-minute commercially available teaching video on the Whipple procedure. Group II was given the Whipple origami exercise, which required 20 minutes to complete. A first posttest was administered to each group. Next, the groups switched exercises, and a second posttest was administered. Results: There was no significant difference between the groups’ pretest scores (two-tailed t test, P = 0.290). Group I improved its score from an average of 64.21 (SD 14.27) to 67.89 (SD 13.16) after watching the video, and further to 77.89 (SD 14.37) after completing the paper-cut exercise. Group II improved from 60.00 (SD 9.43) to 78.95 (SD 11.00) after performing the paper-cut, but derived no additional measurable benefit from watching the video, average score 74.74 (SD 18.37). After the first exercise, students who performed the paper-cut showed a significantly greater improvement in test scores compared with students who saw the video ( P = 0.0035 by Mann-Whitney U ). After both groups had completed the exercises, the mean changes from baseline were no longer significantly different ( P = 0.58 by Mann-Whitney U ). Conclusion: As a single educational intervention, the paper-cut exercise was a more effective teaching device than the video in the given time frame. The origami model may be generalized to a variety of surgical procedures and appears to be a valuable adjunct to traditional teaching.
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Teaching three-dimensional surgical concepts of inguinal hernia in a time-effective manner using a two-dimensional paper-cut.
American journal of surgery, 1997Co-Authors: Barry D. Mann, Anne Seidman, Timothy Haley, Ajit K. SachdevaAbstract:Background Because inguinal hernia repair is difficult for third-year students to comprehend, a 2-dimensional paper-cut was developed to teach the concepts of inguinal hernia in a time-effective manner before students' observation of herniorrhaphy in the operating room. Methods Using Adobe Illustrator 5.5 for MacIntosh, a 2-dimensional inexpensively printed paper-cut was created to allow students to perform their own simulated hernia repair before observing surgery. The exercise was performed using a no. 15 scalpel or an Iris Scissors and was evaluated by comparing 10-question pre-tests and post-tests. Results Seventy-five students performed the exercise, most completing it within 15 minutes. The mean pre-test score was 7.4/10 and the mean post-test score was 9.1/10. Students performing the paper-cut reported better understanding when observing actual herniorrhaphy. Conclusions A 2-dimensional paper-cut (“surgical origami”) may be a time-effective method to prepare students for the observation of hernia repair.
Seok Keun Choi - One of the best experts on this subject based on the ideXlab platform.
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A Portable Training Model for Deep Bypass Surgery.
World neurosurgery, 2017Co-Authors: Jiwook Ryu, Yeongu Chung, Sung Ho Lee, Seok Keun Choi, Bi O. JeongAbstract:Introduction Deep bypass surgery remains a challenging operative procedure. For novice trainees, there is a high barrier to improving the microsurgical skills needed for this procedure because of the relatively low number of cases and the high cost of microsurgical instruments. Here, the authors introduce a training model that includes highly accessible devices and does not require a microscope. Materials and Methods The surgical environment consisted of two 15.5-cm straight serrated forceps with a 1-mm tip width (Medicon, Tuttlingen, Germany), 9-cm curved Iris Scissors (Medicon), 4-0 black silk suture, gauze, and a 15 × 10.5 × 3.5-cm-sized box with a transparent cover. These materials are affordable even in low-income countries. Procedure To understand and learn the hand positioning used in the deep surgical field, suturing practice was performed as follows: the forceps and a needle were placed in a slanted position, with hand position maintained at a 50° angle between the 2 forceps. This was also performed above the desk, without wrist support. Conclusions Our training system will be helpful, especially for deep bypass surgery, since training with similar muscle effort and fatigue can improve surgical skills. This system is economic, highly accessible, and available even for portable training.
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An Affordable Microsurgical Training System for a Beginning Neurosurgeon: How to Realize the Self-Training Laboratory.
World neurosurgery, 2017Co-Authors: Sang Bong Chung, Jiwook Ryu, Yeongu Chung, Sung Ho Lee, Seok Keun ChoiAbstract:Objective To provide detailed information about how to realize a self-training laboratory with cost-effective microsurgical instruments, especially pertinent for the novice trainee. Methods Our training model is designed to allow the practice of the microsurgery skills in an efficient and cost-effective manner. A used stereoscopic microscope is prepared for microsurgical training. A sufficient working distance for microsurgical practice is obtained by attaching an auxiliary objective lens. The minimum instrument list includes 2 jeweler's forceps, Iris Scissors, and alligator clips. The Iris Scissors and alligator clip provide good alternatives to micro-Scissors and microvascular clamp. Results The short time needed to set up the microscope and suture the gauze with micro-forceps makes the training model suitable for daily practice. It takes about 15 minutes to suture 10 neighboring fibers of the gauze with 10-0 nylon; thus, training can be completed more quickly. Conclusions We have developed an inexpensive and efficient micro-anastomosis training system using a stereoscopic microscope and minimal micro-instruments. Especially useful for novice trainees, this system provides high accessibility for microsurgical training.
Jiwook Ryu - One of the best experts on this subject based on the ideXlab platform.
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A Portable Training Model for Deep Bypass Surgery.
World neurosurgery, 2017Co-Authors: Jiwook Ryu, Yeongu Chung, Sung Ho Lee, Seok Keun Choi, Bi O. JeongAbstract:Introduction Deep bypass surgery remains a challenging operative procedure. For novice trainees, there is a high barrier to improving the microsurgical skills needed for this procedure because of the relatively low number of cases and the high cost of microsurgical instruments. Here, the authors introduce a training model that includes highly accessible devices and does not require a microscope. Materials and Methods The surgical environment consisted of two 15.5-cm straight serrated forceps with a 1-mm tip width (Medicon, Tuttlingen, Germany), 9-cm curved Iris Scissors (Medicon), 4-0 black silk suture, gauze, and a 15 × 10.5 × 3.5-cm-sized box with a transparent cover. These materials are affordable even in low-income countries. Procedure To understand and learn the hand positioning used in the deep surgical field, suturing practice was performed as follows: the forceps and a needle were placed in a slanted position, with hand position maintained at a 50° angle between the 2 forceps. This was also performed above the desk, without wrist support. Conclusions Our training system will be helpful, especially for deep bypass surgery, since training with similar muscle effort and fatigue can improve surgical skills. This system is economic, highly accessible, and available even for portable training.
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An Affordable Microsurgical Training System for a Beginning Neurosurgeon: How to Realize the Self-Training Laboratory.
World neurosurgery, 2017Co-Authors: Sang Bong Chung, Jiwook Ryu, Yeongu Chung, Sung Ho Lee, Seok Keun ChoiAbstract:Objective To provide detailed information about how to realize a self-training laboratory with cost-effective microsurgical instruments, especially pertinent for the novice trainee. Methods Our training model is designed to allow the practice of the microsurgery skills in an efficient and cost-effective manner. A used stereoscopic microscope is prepared for microsurgical training. A sufficient working distance for microsurgical practice is obtained by attaching an auxiliary objective lens. The minimum instrument list includes 2 jeweler's forceps, Iris Scissors, and alligator clips. The Iris Scissors and alligator clip provide good alternatives to micro-Scissors and microvascular clamp. Results The short time needed to set up the microscope and suture the gauze with micro-forceps makes the training model suitable for daily practice. It takes about 15 minutes to suture 10 neighboring fibers of the gauze with 10-0 nylon; thus, training can be completed more quickly. Conclusions We have developed an inexpensive and efficient micro-anastomosis training system using a stereoscopic microscope and minimal micro-instruments. Especially useful for novice trainees, this system provides high accessibility for microsurgical training.