Interest in endoscopic simulation is elevating. Researchers did this study to evaluate the effect of simulation on procedural and psychomotor competence of medical students—surgical novices—performing endoscopic tasks on human corpses and assess student perceptions.
Twenty-two students completed a baseline sinus model skill evaluation graded by two blinded Rhinology fellows. Fellows graded students on anatomy identification, psychomotor and timed procedural skills, confidence, and constructability via fellow-guided frontal balloon placement.
Participants included 16 males and six females. Intervention and control groups contained 10 and 12 students, respectively. Intervention group final “Total Psychomotor” scores were higher. “Surgical confidence” was 3.3/5 versus 2.5/5, and “Instructability” was 3.9/5 versus 3.4/5 in the intervention versus control groups, respectively. Multivariate regression analysis demonstrated superior psychomotor skills, navigation, and confidence in the intervention group. Activity perception scores were higher in intervention students versus controls, 26.13 versus 18.36/40.
The study concluded that endoscopic simulation in surgical novices leads to superior endoscopic navigation and task performance in cadavers. This simulation presents a novel method for incorporating Otolaryngology simulation in medical student education.