Validation of the VBLaST pattern cutting task: a learning curve study.
Validation of the VBLaST pattern cutting task: a learning curve study.
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DOI：
10.1007/s00464-017-5895-0
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发表时间：
2018-04
期刊：
影响因子：
--
通讯作者：
Cao CGL
中科院分区：
文献类型：
--
作者：
Linsk AM;Monden KR;Sankaranarayanan G;Ahn W;Jones DB;De S;Schwaitzberg SD;Cao CGL
Mastery of laparoscopic skills is essential in surgical practice and requires considerable time and effort to achieve. The Virtual Basic Laparoscopic Skill Trainer (VBLaST-PC©) is a virtual simulator that was developed as a computerized version of the pattern cutting task in the Fundamentals of Laparoscopic Surgery (FLS) system. To establish convergent validity for the VBLaST-PC©, we assessed trainees’ learning curves using the cumulative summation (CUSUM) method and compared them with those on the FLS. Twenty-four medical students were randomly assigned to an FLS-training group, a VBLaST-training group, or a control group. Fifteen training sessions, 30 minutes in duration per session per day, were conducted over three weeks. All subjects completed pre-test, post-test, and retention-test (2 weeks after post-test) on both the FLS and VBLaST© simulators. Performance data, including time, error, FLS score, learning rate, learning plateau, and CUSUM score, were analyzed. The learning curve for all trained subjects demonstrated increasing performance and a performance plateau. CUSUM analyses showed that five of the seven subjects reached the intermediate proficiency level but none reached the expert proficiency level after 150 practice trials. Performance was significantly improved after simulation training, but only in the assigned simulator. No significant decay of skills after 2 weeks of disuse was observed. Control subjects did not show any learning on the FLS simulator, but improved continually in the VBLaST simulator. Although VBLaST©- and FLS-trained subjects demonstrated similar learning rates and plateaus, the majority of subjects required more than 150 trials to achieve proficiency. Trained subjects demonstrated improved performance in only the assigned simulator, indicating specificity of training. The virtual simulator may provide better opportunities for learning, especially with limited training exposure.
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发表时间：
2015-04
影响因子：
3.1
作者：
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影响因子：
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发表时间：
2012-04-01
影响因子：
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10.1017/s0266462307070341
发表时间：
2007-03-01
影响因子：
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