Do we need animal hands‐on courses for transplantation surgery?. (1st August 2013)

• Record Type: Journal Article
• Authors: Golriz, Mohammad; Hafezi, Mohammadreza; Garoussi, Camelia; Fard, Nassim; Arvin, Jalal; Fonouni, Hamidreza; Nickkholgh, Arash; Kulu, Yakob; Frongia, Giovani; Schemmer, Peter; Mehrabi, Arianeb
• Is Part Of: Clinical transplantation. Volume 27(2013)Supplement 25
• Page Start: 6
• Page End: 15
• Publication Date: 2013-08-01
• Subjects: animal -- hands‐on course -- surgery -- transplantation; Transplantation of organs, tissues, etc -- Periodicals; 617.95
• DOI: 10.1111/ctr.12155
• Languages: English
• ISSNs: 0902-0063

Abstract

Abstract: Background: Transplantation surgery requires many years of training. This study evaluates and presents the results of our recent four‐yr animal hands‐on courses of transplantation surgery on participants' training. Methods: Since 2008, five two‐d hands‐on courses of transplantation surgery were performed on swine models at our department. Sixty‐one participants were asked to answer three questionnaires (pre‐course, immediate post‐course, subsequent post‐course). The questions pertained to their past education, expectations, and evaluation of our courses, as well as our course's effectiveness in advancing their surgical abilities. The results were analyzed, compared and are presented herein. Results: On average, 1.8 multiorgan procurements, 2.3 kidney, 1.5 liver, and 0.7 pancreas transplantations were performed by each participant. 41.7% of participants considered their previous practical training only satisfactory; 85% hoped for more opportunities to practice surgery; 73.3% evaluated our courses as very good; and 95.8% believed that our courses had fulfilled their expectations. 66% found the effectiveness of our course in advancing their surgical abilities very good; 30% good, and 4% satisfactory. Conclusion: Animal hands‐on courses of transplantation surgery are one of the best options to learn and practice different operations and techniques in a near to clinical simulated model. Regular participation in such courses with a focus on practical issues can provide optimal opportunities for trainees with the advantage of direct mentoring and feedback.