• Angstetra, D.
• Jordan, S.
• Ng, J.
• Lowe, B.

Abstract

<b>Introduction</b>:Simulationisaneffectivetrainingapproachfor laparoscopic surgery, but motivation and engagement of traineesto utilise laparoscopic trainers is variable. Test- enhanced learning (TEL) –using defined assessments throughout training –may offer at least part of the solution. The objective of this study was to as-sess the effects of TEL on a laparoscopic simulation program for medical students. <b>Methods:</b> A mixed methods cohort study was performed with a convenience sample of 40 medical students who were recruited to participate in a 10- week laparoscopic simulation program, using box trainers. Twenty students participated within a test- enhanced learning framework (‘TEL group’) and 20 students participated in the standard program (‘control group’). All students were invited tocompleteasurveyrelatingtotheirexperienceinthetrainingprogram. <b>Results</b>: Attendance in the TEL group was significantly higher than the control group 71% vs 51.5% p = 0.023. The TEL group also had faster mean time scores for all laparoscopic exercises performed at the end of the program, but the difference was notstatisticallysignificant.Fourthemeswereidentifiedfrom survey responses to influence engagement –1) personal traits and motivation, 2) training context, 3) clear goals in the training process and 4) feedback enabling understanding of one’s own performance. <b>Discussion:</b>Testingoflaparoscopicskillsduringthephaseof learning in conjunction with individualised feedback and tracking of learning trajectory may increase trainee engagement with lapa-roscopic simulation training.

Topics

• impedance spectroscopy
• simulation
• secondary electron spectroscopy