Notification bar: Introducing our improved academy
Publications
The quality of the Incision academy for surgical training has been validated by several peer-reviewed publications. Incision has structured its research studies in three themes:
learning by observing
learning by doing
learning by reflecting.
The publications are based on different research methods: Delphi survey techniques to achieve consensus, systematic reviews with meta-analysis, cohort studies and randomized control trials.
An online surgical educational platform with standardized videos is a valuable addition to the current surgical curriculum according to students and their supervisors. It improves their test scores and self-reported surgical knowledge. Students feel better prepared and more able to find the information necessary to complete the clerkship.
The international expert panel ranging from general, gastrointestinal and oncological surgeons approved in a Delph round a step-by-step framework that was precise, useful and relevant. The framework transformed towards a universal language by the standardization of segmenting surgical procedures through step-by-step approach of anatomical structures, and possibly expedite education, evaluation and communication.
This research has shown that the continuous group had slightly higher scores on the anatomy knowledge test than the segmented group who learned the anatomy step-by-step. Both groups of subjects answered a low number of the anatomical questions correctly, the participants (high school students) in this study may have been too inexperienced. Additional research into an online video-based course on inguinal hernia repair would be required to test the hypothesis that a step-by-step framework facilitates learning by using cognitive capacity and then optimizes the learning process.
This study has shown that the preparation through step-by-step video learning results in a lower extraneous cognitive load. This lower extraneous cognitive load reduces procedural errors during the surgical performance. Demonstrative surgical videos should therefore be shown in a segmented format.
This research showed a difference between currently used learning methods to learn the open and endoscopic inguinal hernia repair used by surgical residents and the methods they prefer themself. The study shows that there is a need for more focus on practising before residents enter the OR. By applying this, the surgical resident’s training would be supported by first observing, practice and at the end performing the procedure in the OR.
Surgical residents and qualified surgeons evaluated the Lichtenstein open hernia repair simulation model developed by Incision and the Mayo clinics as a model with high fidelity and high potential utility. This applied in particular to the training of surgical residents.
The effect of a three-dimensional instructional video on performance of a spatially complex procedure in surgical residents in relation to their visual-spatial abilities
Research showed that 2D instruction videos for complex procedures are as efficient as 3D videos. Nevertheless, to promote learning among residents with high VSA 3D videos are more effective.
Research has shown that the stepwise Lichtenstein open inguinal hernia repair (LOIHR) description designed using the stepwise framework was proved to be exact. The LOIHR observational clinical human reliability assessment-checklist that is designed using the step-by-step framework was proven accurate as well. The checklist was mainly useful for training and evaluating the competence of surgical residents.
Task-specific observational clinical human reliability assessment (OCHRA) feedback has been shown to be more effective than a global rating scale (OSATS) to develop surgical skills in relation to time and path length. The effects of the OCHRA feedback are present mainly in persons with lower visual-spatial skills.
In progress
Learning by observing: The educational effectiveness of instructional videos on surgical procedure knowledge: a meta-analysis
