Browsing by Author "Varas, Julián"
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- ItemA Novel Ex Vivo Training Model for Acquiring Supermicrosurgical Skills Using a Chicken Leg(2016) Cifuentes, I.; Rodriguez, J.; Yañez, R.; Salisbury, M.; Cuadra, Á.; Varas, Julián; Dagnino, Bruno
- ItemAllowing New Opportunities in Advanced Laparoscopy Training Using a Full High-Definition Training Box(2016) Achurra Tirado, Pablo; Lagos, Antonia; Ávila, Rubén; Tejos, Rodrigo; Buckel, Erwin; Alvarado, Juan; Boza, Camilo; Jarufe Cassis, Nicolás; Varas, Julián
- ItemEffectiveness of Learning Advanced Laparoscopic Skills in a Brief Intensive Laparoscopy Training Program(2015) Castillo, Richard; Buckel, Erwin; Leon, Felipe; Varas, Julián; Alvarado, Juan; Achurra Tirado, Pablo; Aggarwal, Rajesh; Jarufe Cassis, Nicolás; Boza, Camilo
- ItemGrowth vs. fixed: evaluating the mindset of future surgeons(2024) Valencia Coronel, Brandon; Silva Rojas, Adriana; Jarry, Cristián; Belmar, Francisca; Vial, María Elena; Selman Álvarez, Rafael; Figueroa Fernández, Úrsula; Cruz Mackenna, Enrique; Escalona, Gabriel; Varas, JuliánIntroduction: The pursuit of surgical specialization often requires a robust mindset given the high stakes and demanding nature of surgical practice. The mindset of surgical residents, specifically the dichotomy of fixed versus growth mindset, may significantly influence their learning trajectory and eventual performance. This study seeks to explore the prevailing mindsets of surgical residents, with the goal of fostering a conducive learning environment that promotes continuous growth and excellence. Methods: A modified cross-sectional survey based on Dr. Carol S. Dweck's mindset theory was applied to surgical residents at our center. The purpose of this survey was to classify the predominant mindset into 4 groups (strong growth mindset, growth mindset with some fixed ideas, fixed mindset with some growth ideas, and strong fixed mindset) and assess whether this influenced residents' perceptions of performance. However, this study did not directly examine the underlying factors influencing these mindsets. Results: A total of 38 surgical residents participated in the study with a response rate of 95%. The mean age of participants was 31.61 years (range 25–37 years), with 52.6% males and 47.4% females. Regarding surgical specialties, 63.16% were specializing in General Surgery, 10.53% in Pediatric Surgery, 10.53% in Digestive Surgery, 10.53% in Urology, and 5.26% in Colorectal Surgery. Combining the mindset groups, it was found that 89.47% of residents were in the growth mindset category and 10.53% were in the fixed mindset category. In the different types of mindsets of the residents, the findings revealed that in the subgroup categories of mindset, we found 50% of strong growth mindset, 39.47% of growth mindset with some fixed ideas, and 10.53% in fixed mindset with some growth idea. Conclusión: This study highlights the prevalence of a growth mindset among surgical residents, indicating a willingness to adapt and learn continuously. The absence of a strong fixed mindset in the surveyed group reinforces the evolving nature of surgical education that emphasizes adaptability and resilience. This study lays the groundwork for more extensive research to understand the factors that foster these mindsets and to develop strategies to promote a growth mindset in surgical education.
- ItemHepatectomía laparoscópica(2013) Jarufe Cassis, Nicolás; Marambio Granic, Andrés Javier; De La Llera K. J; Varas, Julián; Sanhueza García, Marcel Paolo; Martínez Castillo, Jorge
- ItemHigh Frequency of Internal Hernias After Roux-en-Y Gastric Bypass(2015) Quezada Sanhueza, Nicolás; León, Felipe; Jones, Alex; Varas, Julián; Funke, Ricardo; Crovari Eulufi, Fernando; Raddatz Echavarría, Alejandro; Pérez Blanco, Gustavo Adolfo; Escalona, Alex; Boza, Camilo; Quezada Sanhueza, Nicolás; León, Felipe; Jones, Alex; Varas, Julián; Funke, Ricardo; Crovari Eulufi, Fernando; Raddatz, Alejandro; Pérez Blanco, Gustavo Adolfo; Escalona, Alex; Boza, Camilo
- ItemPrograma pionero de simulación en sutura para estudiantes de medicina de pregrado(2015) Alvarado, Juan; Henríquez R., Juan Pablo; Castillo R., Richard; Sosa B., Javiera; León F., Felipe; Varas, Julián; Camus Appuhn, Mauricio Gonzalo; Riquelme Pérez, Arnoldo; Crovari Eulufi, Fernando; Martínez Castillo, Jorge; Boza, Camilo; Jarude C., Nicolás; Alvarado, Juan; Henríquez R., Juan Pablo; Castillo R., Richard; Sosa B., Javiera; León F., Felipe; Varas, Julián; Camus Appuhn, Mauricio Gonzalo; Riquelme Pérez, Arnoldo; Crovari Eulufi, Fernando; Martínez Castillo, Jorge; Boza, Camilo; Jarude C., Nicolás
- ItemSimulation in laparoscopic surgery(2015) León Ferrufino, Felipe; Varas, Julián; Buckel Schaffner, Erwin; Crovari Eulufi, Fernando; Pimentel Muller, Fernando; Martínez Castillo, Jorge; Jarufe Cassis, Nicolás; Boza, Camilo; León Ferrufino, Felipe; Varas, Julián; Buckel Schaffner, Erwin; Crovari Eulufi, Fernando; Pimentel Muller, Fernando; Martínez Castillo, Jorge; Jarufe Cassis, Nicolás; Boza, Camilo
- ItemSimulation-trained junior residents perform better than general surgeons on advanced laparoscopic cases(2017) Boza, Camilo; León, Felipe; Buckel, Erwin; Riquelme Pérez, Manuel Antonio; Crovari Eulufi, Fernando; Martínez Castillo, Jorge; Aggarwal, Rajesh; Grantcharov, Teodor; Jarufe Cassis, Nicolás; Varas, Julián; Boza, Camilo; León, Felipe; Buckel, Erwin; Riquelme Pérez, Manuel Antonio; Crovari Eulufi, Fernando; Martínez Castillo, Jorge; Aggarwal, Rajesh; Grantcharov, Teodor; Jarufe Cassis, Nicolás; Varas, Julián
- ItemSurgical training scalability through AI-based innovations(2025) Jarry Trujillo, Cristián Ignacio; Vela Ulloa, Javier Ignacio; Durán Espinoza, Valentina Alexandra; Van Leeuwen, Matthew; Varas, JuliánTraining 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.
- ItemTelemedicine for postoperative follow-up, virtual surgical clinics during COVID-19 pandemic(2020) Inzunza A., Martín; Muñoz Claro, Rodrigo Edgardo; Quezada Sanhueza, Nicolás; Gabrielli Nervi, Mauricio; Dib Marambio, Martín Javier; Urrejola Schmied, Gonzalo Ignacio; Varas, Julián; Valderrama Chang, Sebastián Matías; Crovari Eulufi, Fernando; Achurra Tirado, Pablo; Irarrázaval Llona, Manuel José; Brañes A.; Soto P.; Inzunza Agüero, Martín Alejandro; Muñoz Claro, Rodrigo; Quezada Sanhueza, Nicolás; Gabrielli Nervi, Mauricio; Dib Marambio, Martín Javier; Urrejola Schmied, Gonzalo Ignacio; Varas, Julián; Valderrama Chang, Sebastián Matías; Crovari Eulufi, Fernando; Achurra Tirado, Pablo; Irarrázaval Llona, Manuel José; Brañes A.; Soto P.
- ItemTransgastric repair of transfixing gastroesophageal junction gunshot wound: video case report(2021) Vela, Javier; Contreras, Caterina; Varas, Julián; Ottolino, Pablo; Ramos, Juan Pablo; Escalona, Gabriel; Díaz, Alfonso; Achurra, Pablo; Ceroni, MarcoAbstract Managing traumatic injuries of the gastroesophageal junction (GEJ) is infrequent due to associated lesions of adjacent highly vascularized organs. Its anatomical localization in the upper abdomen makes the repair challenging to perform. A stable 23-year-old male was presented at the emergency department with two thorax gunshot wounds. Computed tomography revealed air in the periesophageal space and right hemopneumothorax with no injury of the major vessels. A chest tube was placed and the patient was transferred hemodynamically stable to the operating. Abdominal exploration identified injuries to the left diaphragm; liver lateral segment; 1-cm transfixing perforation of the GEJ and right diaphragmatic pillar. Primary repair of the GEJ was performed and patched with a partial fundoplication. The diaphragm was repaired and the liver bleeding controlled. Finally, drains and a feeding jejunostomy were placed. The patient had an uneventful early postoperative course and was discharged home on the 12th postoperative day.
- ItemValidación de un modelo simulado inanimado basado en impresión 3d de ureterorrenoscopía flexible(2020) Rodrigo Neira, S.; Varas, Julián; Astroza Eulufi, Gastón Maximiliano
- ItemVideo-based guided simulation without peer or expert feedbackis not enough : a randomized controlled trial of simulation based training for medical students(2021) Tejos, Rodrigo; Crovari Eulufi, Fernando; Achurra Tirado, Pablo; Ávila, Rubén; Inzunza, Martín; Jarry, Cristián; Martínez C., Jorge; Riquelme Pérez, Arnoldo; Alseidi, Adnan; Varas, JuliánBackground Feedback is a pivotal cornerstone and a challenge in psychomotor training. There are different teaching methodologies; however, some may be less effective. Methods A prospective randomized controlled trial was conducted in 130 medical students to compare the effectiveness of the video-guided learning (VLG), peer-feedback (PFG) and the expert feedback (EFG) for teaching suturing skills. The program lasted 4 weeks. Students were recorded making 3-simple stitches (pre-assessment and post-assessment). The primary outcome was a global scale (OSATS). The secondary outcomes were performance time, specific rating scale (SRS) and the impact of the intervention (IOI), defined as the variation between the final and initial OSATS and SRS scores. Results No significant differences were found between PFG and EFG in post-assessment results of OSATS, SRS scores or in the IOI for OSATS and SRS scores. Post-assessment results of PFG and EFG were significantly superior to VLG in OSATS and SRS scores [(19.8 (18.5–21); 16.6 (15.5–17.5)) and (20.3 (19.88–21); 16.8 (16–17.5)) vs (15.7 (15–16); 13.3 (12.5–14)) (p \0.05)], respectively. The results of PFG and EFG were significantly superior to VLG in the IOI for OSATS [7 (4.5–9) and 7.4 (4.88–10) vs 3.5 (1.5–6) (p \0.05)] and SRS scores [5.4 (3.5–7) and 6.3 (4–8.5) vs 3.1 (1.13–4.88) (p \0.05)], respectively. Conclusion The video-guided learning methodology without any kind of feedback is not enough for teaching suturing skills compared to expert or peer feedback. The peer feedback methodology appears to be a viable alternative to handling the emerging demands in medical education.