The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Simulation-Based Mastery Learning Improves Patient Outcomes in Laparoscopic Inguinal Hernia Repair: A Randomized Controlled Trial
Abstract
OBJECTIVE: To evaluate a mastery learning, simulation-based curriculum for laparoscopic, totally extraperitoneal (TEP) inguinal hernia repair. BACKGROUND: Clinically relevant benefits from improvements in operative performance, time, and errors after simulation-based training are not clearly established. METHODS: After performing a baseline TEP in the OR, general surgery residents randomized to mastery learning (ML) or standard practice (SP) were reassessed during subsequent TEPs. The ML curriculum involved Web-based modules followed by training on a TEP simulator until expert performance was achieved. Operative time, performance, and patient outcomes adjusted for staff, resident participation, difficulty of repair, PGY-level, and patient comorbidities were compared between groups with mixed effects-ANOVA and generalized linear models. RESULTS: Fifty residents (PGY1-5) performed 219 TEP repairs on 146 patients. Baseline operative time, performance, and demographics were similar between groups. To achieve mastery, ML-residents (n = 26) required a median of 16 (range 7-27) simulated repairs. After training, TEPs performed by ML-residents were faster than those by SP-residents, with time corrected for participation (mean ± SD, 34 ± 8 minutes vs. 48 ± 14 minutes; difference -13; 95%CI, -18 to -8; P < 0.001). Operative performance scores (GOALS, scale 6-30) were better for ML residents (21.9 ± 2.8 vs. 18.3 ± 3.8; P = 0.001). Intraoperative complications (peritoneal tear, procedure conversion), postoperative complications (urinary retention, seroma), and need for overnight stay were less likely in the ML group (adjusted odds ratios 0.14, 0.04, and 0, respectively; all P < 0.05). CONCLUSIONS: A simulation-based ML curriculum decreased operative time, improved trainee performance, and decreased intra- and postoperative complications and overnight stays after laparoscopic TEP inguinal hernia repair. ClinicalTrials.gov Identifier: NCT01085500.
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Randomized clinical trial of virtual reality simulation for laparoscopic skills training
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Open Mesh versus Laparoscopic Mesh Repair of Inguinal Hernia
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The financial impact of teaching surgical residents in the operating room
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Demographic and socioeconomic aspects of hernia repair in the United States in 2003
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A Systematic Review of Skills Transfer After Surgical Simulation Training
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Effect of virtual reality training on laparoscopic surgery: randomised controlled trial
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International guidelines for groin hernia management
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A critical review of simulation‐based mastery learning with translational outcomes
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Virtual reality training for surgical trainees in laparoscopic surgery
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Systematic review of skills transfer after surgical simulation-based training
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Self-citation
Metadata
- Authors
- Zendejas, B., Cook, D. A., Bingener, J., Huebner, M., Dunn, W. F., Sarr, M. G., & Farley, D. R.
- Venue
- Annals of Surgery
- Published
- 2011-09
- Volume
- 254
- Issue
- 3
- Pages
- 502-511
- ISSN
- 0003-4932 (ISSN-L)
- OpenAlex
- W1994075445
- Cited by
- 327
- References
- 25
- FWCI
- 20.19
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Simulation-Based Mastery Learning Improves Patient Outcomes in Laparoscopic Inguinal Hernia Repair: A Randomized Controlled Trial. https://app.cochat.ai/papers/10.1097/sla.0b013e31822c6994
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- Zendejas, B., Cook, D. A., Bingener, J., Huebner, M., Dunn, W. F., Sarr, M. G., & Farley, D. R. (2011). Simulation-Based Mastery Learning Improves Patient Outcomes in Laparoscopic Inguinal Hernia Repair: A Randomized Controlled Trial. Annals of Surgery. https://doi.org/10.1097/sla.0b013e31822c6994
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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