Browsing by Author "Cruz, Enrique"

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    A scalable solution: effective AI implementation in laparoscopic simulation training assessments
    (2025) Cruz, Enrique; Selman, Rafael; Figueroa, Úrsula; Belmar, Francisca; Jarry T., Cristián; Sanhueza, Diego; Escalona, Gabriel; Carnier, Martín; Varas Cohen, Julián
    Purpose Simulation-based training offers considerable benefits in surgical education, especially in mastering minimally invasive techniques such as laparoscopy. However, its widespread adoption faces challenges, particularly in teaching scalability and consistent assessment of trainees’ performance. Artificial Intelligence (AI) has emerged as a promising tool to address these issues, offering possible solutions for optimizing exercise evaluation in simulation programs. This study aims to validate the integration of the YOLO v4 artificial intelligence model into a laparoscopic simulation training program from a video-based feedback-oriented platform. Methods Focusing on object detection and time measurement, the evaluation included a dataset of 7673 videos, extracting 100 random video frames per exercise for object detection with precision, recall, and F1-score calculations based on AI expert tags for each frame, and using 80 videos per exercise for time analysis compared to established times by platform expert teachers. Results With a total of 1100 frames assessed, the YOLO v4 model consistently exhibited high precision with a mean precision of 0.94 and mean recall of 0.89 across object detection tasks, with F1-scores ranging from 0.81 to 0.97. Time measurement accuracy based on 880 assessed videos showed a correlation with mean Pearson correlation coefficient of 0.960 for mean absolute error (MAE) across exercises with the timings of platform expert evaluators. Conclusions The YOLO v4 model proves to be an effective tool for laparoscopic training assessments. The model's high precision and strong correlation with expert assessments demonstrate its usefulness in optimizing the evaluation process in simulated laparoscopic training exercises. This intervention leads the way in surgery education by effectively addressing the need for scalable and standardized assessment methods facilitating the transition towards automated evaluations.
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    Perception of procedural competencies for undergraduate medical trainees: a multilevel diagnostic study for curricular intervention
    (2025) Cruz, Enrique; Abedrapo, Sofía; Silva, Felipe; Leeuwen, Matthew Van; Jarry, Cristián; Pérez, Cristhian; Varas, Julián; Abbott, Eduardo F.
    Purpose: Medical education constantly adapts to evolving competencies required by the healthcare system, yet a gap persists in aligning perceived and actual competency requirements. Existing literature suggests that simulation-based medical education could bridge this gap by enhancing skill acquisition and boosting confidence among medical students. This study aims to evaluate the perceptions of medical competencies across different stakeholders of the medical education community in comparison to the standards set by the Association of Chilean Medical Schools (ASOFAMECH). Methods: A cross-sectional study was conducted with participants from a Chilean School of Medicine, including students, interns, graduates, and faculty. Through a dynamic cross-sectional survey, we assessed perceptions of 35 medical competencies, categorized into nursing skills (NS), emergency skills (ES), and gynecology and pediatrics skills (GPS), comparing them to the national standards defined by ASOFAMECH. Non-parametric statistics were employed for data analysis. Results: Out of 287 collected surveys, 244 were fully completed and included in the analysis. Confirmatory factor analysis validated the clustering of skills. Results revealed significant discrepancies between the participants’ perceived competencies and national standards, with a general tendency to overestimate the requirements. However, perception of skills taught through standardized simulation training (SST) did not significantly differ from non-SST skills. Conclusions: We conducted the first comprehensive diagnostic evaluation of competency perceptions and their comparisons with national standards, providing detailed insights into medical training within a specific medical-academic community. This study marks a significant milestone in assessing medical skill development at the undergraduate level in Chile, utilizing validated groups for analysis and a replicable approach to assess both the ASOFAMECH framework and other guidelines. Our findings offer valuable insights for improving curriculum development and assessment, addressing perceived deficiencies and strengths among students, interns, clinicians, and faculty.
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    Train the trainers: a comparative analysis of medical students and residents as trainers for undergraduate med-school learners in surgical skills
    (2023) Duran Espinoza, Valentina; Montero Jaras, Isabella; Miguieles Schilling, Mariana; Valencia Coronel, Brandon; Belmar Riveros, Francisca; Jarry, Cristian; Cruz, Enrique; Jeffrey, Wiseman; Escalona Vives, Gabriel; Villagrán Gutiérrez, Ignacio Andrés; Corvetto, Marcia; Varas Cohen, Julian