Keck School of Medicine of the University of Southern California, Los Angeles, California.
Geffen School of Medicine at the University of California, Los Angeles, California.
J Minim Invasive Gynecol. 2018 Sep-Oct;25(6):1035-1043. doi: 10.1016/j.jmig.2018.01.025. Epub 2018 Feb 2.
To assess the improvement of cognitive surgical knowledge of laparoscopic hysterectomy in postgraduate year (PGY) 1 and 2 gynecology residents who used an interactive computer-based Laparoscopic Hysterectomy Trainer (Red Llama, Inc., Seattle, WA).
A multicenter, randomized, controlled study (Canadian Task Force classification I).
Five departments of obstetrics and gynecology: Keck School of Medicine of the University of Southern California, Los Angeles, CA; University of California, Los Angeles, Los Angeles, CA; University of Washington, Seattle, WA; University of British Columbia, Vancouver, British Columbia, Canada; and University of Toronto, Toronto, Ontario, Canada.
Gynecology residents, fellows, faculty, and minimally invasive surgeons.
The use of an interactive computer-based Laparoscopic Hysterectomy Trainer.
In phase 1 of this 3-phase multicenter study, 2 hysterectomy knowledge assessment tests (A and B) were developed using a modified Delphi technique. Phase 2 administered these 2 online tests to PGY 3 and 4 gynecology residents, gynecology surgical fellows, faculty, and minimally invasive surgeons (n = 60). In phase 3, PGY 1 and 2 gynecology residents (n = 128) were recruited, and 101 chose to participate, were pretested (test A), and then randomized to the control or intervention group. Both groups continued site-specific training while the intervention group additionally used the Laparoscopic Hysterectomy Trainer. Participant residents were subsequently posttested (test B). Phase 2 results showed no differences between cognitive tests A and B when assessed for equivalence, internal consistency, and reliability. Construct validity was shown for both tests (p < .001). In phase 3, the pretest mean score for the control group was 242 (standard deviation [SD] = 56.5), and for the intervention group it was 217 (SD = 57.6) (nonsignificant difference, p = .089). The t test comparing the posttest control group (mean = 297, SD = 53.6) and the posttest intervention group (mean = 343, SD = 50.9) yielded a significant difference (p < .001, 95% confidence interval, 48.4-108.8). Posttest scores for the intervention group were significantly better than for the control group (p < .001).
Using the Laparoscopic Hysterectomy Trainer significantly increased knowledge of the hysterectomy procedure in PGY 1 and 2 gynecology residents.
评估使用交互式计算机腹腔镜子宫切除术训练器（红羊，西雅图，华盛顿）对第 1 年和第 2 年妇科住院医师腹腔镜子宫切除术的认知手术知识的提高。
多中心、随机、对照研究（加拿大任务组分类 I）。
五个妇产科部门：南加州大学凯克医学院，洛杉矶，加利福尼亚州；加利福尼亚大学洛杉矶分校，洛杉矶，加利福尼亚州；华盛顿大学，西雅图，华盛顿州；不列颠哥伦比亚大学，温哥华，不列颠哥伦比亚省，加拿大；和多伦多大学，多伦多，安大略省，加拿大。
妇科住院医师、研究员、教员和微创外科医生。
使用交互式计算机腹腔镜子宫切除术训练器。
在这项 3 期多中心研究的第 1 阶段，使用改良德尔菲技术开发了 2 种子宫切除术知识评估测试（A 和 B）。第 2 阶段向第 3 年和第 4 年妇科住院医师、妇科外科研究员、教员和微创外科医生（n=60）在线施测这 2 项测试。在第 3 阶段，招募了第 1 年和第 2 年妇科住院医师（n=128），其中 101 人选择参加，进行了预测试（测试 A），然后随机分为对照组或干预组。两组均继续进行特定地点的培训，而干预组则额外使用腹腔镜子宫切除术训练器。随后对参与者住院医师进行了后测（测试 B）。第 2 阶段的结果表明，在评估等效性、内部一致性和可靠性时，认知测试 A 和 B 之间没有差异。两种测试均显示出结构有效性（p<.001）。在第 3 阶段，对照组的预测试平均得分为 242（标准差[SD]=56.5），干预组为 217（SD=57.6）（无显著差异，p=0.089）。比较对照组后测（平均值=297，SD=53.6）和干预组后测（平均值=343，SD=50.9）的 t 检验得出显著差异（p<.001，95%置信区间，48.4-108.8）。干预组的后测得分明显高于对照组（p<.001）。
使用腹腔镜子宫切除术训练器显著提高了第 1 年和第 2 年妇科住院医师对子宫切除术的认知。
