Surgical Training
Surgical Training - Related Videos
08:11
Surgical Training for the Implantation of Neocortical Microelectrode Arrays Using a Formaldehyde-fixed Human Cadaver Model
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Cited by 4 •
2017
We designed a procedure in which a formaldehyde-fixed human cadaver is used to assist neurosurgeons in training for the implantation of microelectrode arrays into the neocortex of the human brain.
01:28
Training and Competency in Animal Procedures
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2026
All animal procedures described here must be conducted in accordance with institutional animal ethics guidelines and approved by IACUC. All procedures must follow the principles of the 3Rs—Replacement, Reduction, and Refinement—and must be performed by trained personnel. A Stepwise Approach to Training Proper training and competency in animal procedures are essential to ensure high standards of animal welfare and reliable scientific outcomes. A structured, progressive training approach is...
06:57
Pavlovian Conditioned Approach Training in Rats
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Cited by 30 •
2016
Here, we present a protocol to elicit Pavlovian conditioned approach behavior in rats. This procedure can be used to measure individual differences in the tendency to approach and attribute incentive salience to reward-related cues and investigate addiction vulnerability.
09:15
Creation of Patient-Specific Silicone Cardiac Models with Applications in Pre-surgical Plans and Hands-on Training
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Cited by 10 •
2022
Patient-specific models improve surgeon and fellow confidence when developing or learning surgical plans. Three-dimensional (3D) printers generate adequate detail for surgical preparation, but fail to replicate tissue haptic fidelity. A protocol is presented detailing the creation of patient-specific, silicone cardiac models, combining 3D printing precision with simulated silicone tissue.
07:05
A Protocol for the Administration of Real-Time fMRI Neurofeedback Training
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Cited by 5 •
2017
The ability to induce and/or control neural plasticity may be critical in future treatments for neurologic disorders and the recovery from brain injury. In this paper, we present a protocol on the use of neurofeedback training with functional magnetic resonance imaging to modulate human brain function.
FAQs
Responsibility should expand only as competence improves, moving trainees from step-by-step learning toward more advanced participation in supervised operations. This progression links demonstrated ability with the degree of independence permitted, while maintaining oversight during patient care. It also helps instructors identify areas requiring further practice before a trainee undertakes more complex surgical tasks.
Deliberate practice focuses on repeating specific skills with feedback rather than simply accumulating procedural exposure. In surgical training, that focus can target instrument handling, suturing, or other components that need refinement. Breaking performance into teachable steps makes weaknesses easier to recognize and correct, helping trainees build technical consistency before applying skills during supervised operations.
Simulation allows trainees to rehearse technical actions and teamwork before responsibility increases in supervised operations. Supervised operations, in turn, place those skills within real perioperative decision-making and patient-care contexts. Using both approaches helps connect practice with clinical judgment, communication, and recognition of complications, rather than treating technical performance as separate from the wider surgical process.
Feedback turns performance into a guide for further learning, while objective assessment provides a structured basis for judging progress. Together, they can show whether a trainee has mastered a particular component or still needs practice, such as instrument handling or suturing. This makes progression more evidence-based and helps educators assign responsibility in keeping with demonstrated competence.
Anatomy review supplies the knowledge needed to orient surgical actions, while instrument handling and suturing develop practical control. These elements address different but connected demands: understanding relevant structures, manipulating tools, and performing a core technical task. Their combination gives trainees a foundation for practicing procedures step by step and receiving targeted feedback on specific skills.
Training in minimally invasive techniques broadens the technical range trainees must develop, while perioperative decision-making addresses choices surrounding an operation. Including both areas helps preparation extend beyond manual tasks. It connects procedural technique with the broader clinical judgments required before, during, and around surgical care as trainees progress under supervision.
Communication and crisis management prepare trainees to function effectively when surgical care becomes complex. Training can emphasize teamwork, clear communication, and appropriate responses to complications alongside technical performance. These capabilities matter because safe care depends not only on completing procedural steps, but also on recognizing problems and coordinating an effective response within the clinical team.