Browsing by Author "Durán Espinoza, Valentina Alexandra"

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    Effectiveness of a Train the Trainers course for digital feedback in healthcare simulation via a remote and asynchronous learning program
    (2024) Montero Jaras, Isabella; Durán Espinoza, Valentina Alexandra; Miguieles Schilling, Mariana Andrea; Belmar Riveros, Francisca Andrea; Figueroa Fernández, Ursula Victoria; Brandon Valencia Coronel; Wiseman Jeffrey; Jarry Trujillo, Cristián Ignacio; Gabriel Escalona Vives; Villagran Gutiérrez, Ignacio Andrés; Corvetto Aqueveque, Marcia Antonia; Varas Cohen, Julián Emanuel
    Introduction With a growing demand for tutoring in medical education, the need for Train the Trainers courses have increased. These courses can be difficult to coordinate between trainer and trainee (trainers in training). This study aimed to evaluate the effectiveness of a digital remote and asynchronous (RA) Train the Trainers (TTT) course compared to an in-person (IP) course. Methods In this quasi-experimental study, we compared an in-person TTT course with a remote and asynchronous TTT course. The course involved theoretical and practical components, and upon completion, the trainees transitioned into instructor roles where they provided feedback on video recordings of third-year medical students performing simulated procedures. Performance of the third-year medical students was analyzed, comparing global rating scores. Data analysis was performed using non-parametric tests considering statistical significance p < 0.05. Results A total of 108 trainers-in-training completed the TTT course; 30 IP and 78 RA. They assessed 1,016 videos. The first attempt score was 17 (14–20) and 19 (15–22) in IP and RA training, respectively with statistically significant differences (p-value = 0.041). On the second attempt, scores were 23 (20–24) and 23 (20–24) in IP and RA training, respectively. This difference was not statistically significant. Conclusion The implementation of a remote and asynchronous TTT course yielded comparable results to the traditional in-person method. This new learning modality facilitated increased platform inputs, saw higher first-attempt scores in students, and did not adversely impact their final competency outcomes.
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    Home-based training for first-year surgery residents: learning to perform an open manual intestinal anastomosis with remote and asynchronous feedback
    (2024) Miguieles Schilling, Mariana Andrea; Montero Jaras, Isabella; Valencia Coronel, Brandon; Durán Espinoza, Valentina Alexandra; Gaete Dañobeitia, María Inés; Belmar Riveros, Francisca Andrea; Rodríguez, Natalie; Mena, Felipe; Escalona Vives, Gabriel; Bellolio Roth, Felipe; Jarry Trujillo, Cristian Ignacio; Varas Cohen, Julián Emanuel
    Purpose This study explores the feasibility of remote training for complex surgical skills through an at-home open manual intestinal anastomosis (MIA) program for 1 year surgery residents. Methods and procedures A quasi-experimental design assessed an open MIA training module. It included (1) an MIA video tutorial, tutored class, and in-person feedback, and (2) at-home training with remote asynchronous feedback. Trainees video-recorded and uploaded their MIA attempts to receive feedback through a digital platform. All program completions between July 2021 and October 2022 were included. Two evaluators, blind to the participants and to the timing of the videos, assessed residents’ performance using global (GRS) and procedure specific (SRS) ratings scales, and measured procedural time. Pre-post analysis utilized first and last uploaded videos. A satisfaction survey gauged residents’ perception. Non-parametric statistics were used (p < 0.05). Results Fourteen residents completed the training program. Pre-post video assessments showed a non-significant trend towards improved GRS and SRS scores, with decreased procedural time. Median GRS scores were 15.75 vs. 15.75 (p = 0.71), and SRS scores were 13.5 vs. 14.5 (p = 0.85). Procedural time decreased from 34 to 32.1 min (p = 0.40). Among survey respondents, 71% found feedback helpful for error correction and skill improvement, and 86% reported increased confidence in performing open MIA. Conclusion Implementing an at-home training program for complex surgical skills is feasible. Remote and asynchronous digital feedback holds promise for enhancing technical skills, though further research is necessary to understand the learning process, and additional training sessions may be needed.
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    Surgical training scalability through AI-based innovations
    (2025) Jarry Trujillo, Cristián Ignacio; Vela Ulloa, Javier Ignacio; Durán Espinoza, Valentina Alexandra; Van Leeuwen, Matthew; Varas, Julián
    Training scalability in surgical education is challenged by the limited availability of expert instructors and the need for personalized feedback. The integration of artificial intelligence (AI) into surgical training offers promising solutions to these challenges. This narrative review examines how AI-based tools enhance surgical training scalability, focusing on automated assessments, feedback delivery, and simulation-based education. A comprehensive literature search identified relevant studies on AI applications in surgical training. The review discusses the educational foundations of simulation training, defines AI and its subsets (machine learning and deep learning), and explores the significance of phase/task segmentation in surgical procedures. It critically analyzes current AI applications in automated assessment and feedback, highlighting impediments to scalability such as the specificity of AI models to particular procedures and the need for new models across different domains. The findings suggest that while AI holds significant potential for improving surgical education, challenges remain in generalizing models and integrating AI tools into diverse training contexts.