ID Consecutivo : 2093

Titulo

serie

Editorial

 

ISBN

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2093

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2093

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2093

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2093

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2093

Titulo videos

Año de publicación

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

Adjunte la Imagen del Video

 

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://pubmed.ncbi.nlm.nih.gov/29554789/

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2093

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
Objective: There is mounting evidence supporting the benefit of surgical simulation on the learning of skills independently and in a patient-safe environment. The objective of this study was to examine the effect of visualization of surgical steps via instructional media on performance of an end-to-side microvascular anastomosis. Methods: Thirty-two first- and second-year surgical trainees from the University of Ottawa received an expert-guided, didactic lecture on vascular anastomosis and performed an end-to-side anastomosis on a procedural model to assess baseline skills. Assessments were performed by 2 blinded, expert observers using validated measurements of skill. Subjects were then proctored to perform anastomoses using the model. Subjects were then randomized to watch an instructional video on performance of vascular anastomosis using visualization as the education strategy. One week later, subjects were again assessed for technical skill on the model. The primary outcome was the score achieved on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific End-Product Rating Score and time to completion. Results: Compared with residents who received expert-guided simulator training alone, those who used the supplementary multimedia scored significantly greater on OSATS (17.4 ± 2.9 vs 14.2 ± 3.2, P = .0013) and on End-Product Rating Score (11.24 ± 3.0 vs 7.4 ± 4.1, P = .011). However, performance time did not differ between groups (15.7 vs 14.3 minutes, P = .79).

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

Imagen de portada

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores