Baseline laparoscopic skills performance correlates to proficiency-based training duration

Abstract Proficiency-based curricula using laparoscopic simulators are effective but may be difficult to implement as individual rates of skill acquisition vary widely. The purpose of this study was to determine the relationship between baseline performance and the amount of training necessary to reach proficiency. We analyzed performance data from our laparoscopic skills curriculum database for surgery residents who trained between 2002 and 2004. Only those subjects who completed the curriculum by achieving previously reported proficiency levels were included ( n = 40, R1--R5); all had minimal prior simulator exposure. Training consisted of simulator practice using three task groups: (1) video-trainer (VT), 5 tasks; (2) MIST-VR CS1, 6 tasks; and (3) MIST-VR CS2, 6 tasks. Prior to training, all residents underwent initial testing by completing three repetitions of each task. The task baseline score was defined as the mean of the three repetitions. A composite score was defined as the sum of the task baseline scores for each task group. An overall score was defined as the sum of the three composite scores. The total number of repetitions and time necessary to complete the curriculum were compared to baseline testing data. Statistical analysis was performed using Pearson correlation; P TABLE—ABSTRACT 61 . Total # of repetitions Total training time VT Composite r = 0.5; P r = 0.5; P CS1 Composite r = 0.6; P NS CS2 Composite r = 0.6; P NS Overall Score r = 0.6; P r = 0.4; P