Imperial College London
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Professor Thanos Athanasiou MD PhD MBA FECTS FRCS

Faculty of Medicine, Department of Surgery & Cancer

Professor of Cardiovascular Sciences
 
 
 
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Contact

 

t.athanasiou

 
 
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Location

 

1022Queen Elizabeth the Queen Mother Wing (QEQM)St Mary's Campus

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Summary

 

Publications

Citation

BibTex format

@article{Theodoulou:2018:10.1016/j.jsurg.2018.01.013,
author = {Theodoulou, I and Nicolaides, M and Athanasiou, T and Papalois, A and Sideris, M},
doi = {10.1016/j.jsurg.2018.01.013},
journal = {J Surg Educ},
pages = {1374--1388},
title = {Simulation-Based Learning Strategies to Teach Undergraduate Students Basic Surgical Skills: A Systematic Review.},
url = {http://dx.doi.org/10.1016/j.jsurg.2018.01.013},
volume = {75},
year = {2018}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - OBJECTIVE: We aimed to identify and critically appraise all literature surrounding simulation-based learning (SBL) courses, to assess their relevance as tools for undergraduate surgical education, and create a design framework targeted at standardizing future SBL. METHODS: We performed a systematic review of the literature using a specific keyword strategy to search at MEDLINE database. RESULTS: Of the 2371 potentially eligible titles, 472 were shortlisted and only 40 explored active interventions in undergraduate medical education. Of those, 20 were conducted in the United States, 9 in Europe and 11 in the rest of the world. Nineteen studies assessed the effectiveness of SBL by comparing students' attributes before and after interventions, 1 study assessed a new tool of surgical assessment and 16 studies evaluated SBL courses from the students' perspectives. Of those 40 studies, 12 used dry laboratory, 7 wet laboratory, 12 mixed, and 9 cadaveric SBL interventions. The extent to which positive results were obtained from dry, wet, mixed, and cadaveric laboratories were 75%, 57%, 92%, and 100%, respectively. Consequently, the SBL design framework was devised, providing a foundation upon which future SBL interventions can be designed such that learning outcomes are optimized. CONCLUSIONS: SBL is an important step in surgical education, investing in a safer and more efficient generation of surgeons. Standardization of these efforts can be accelerated with SBL design framework, a comprehensive guide to designing future interventions for basic surgical training at the undergraduate level.
AU  - Theodoulou,I
AU  - Nicolaides,M
AU  - Athanasiou,T
AU  - Papalois,A
AU  - Sideris,M
DO  - 10.1016/j.jsurg.2018.01.013
EP  - 1388
PY  - 2018///
SP  - 1374
TI  - Simulation-Based Learning Strategies to Teach Undergraduate Students Basic Surgical Skills: A Systematic Review.
T2  - J Surg Educ
UR  - http://dx.doi.org/10.1016/j.jsurg.2018.01.013
UR  - https://www.ncbi.nlm.nih.gov/pubmed/29422405
VL  - 75
ER  -
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