# Evaluating Laparoscopic Simulation Training for Preclinical Osteopathic Medical Students

## TL;DR

This study shows that laparoscopic simulation training improves surgical skills and confidence in pre-clinical medical students, potentially encouraging more to pursue surgery.

## Contribution

The study demonstrates that early laparoscopic simulation training can improve technical skills and interest in surgery among osteopathic medical students.

## Key findings

- 83.33% of participants improved in at least one laparoscopic module.
- Failure rates decreased significantly from initial to final assessments.
- Survey data showed increased interest in laparoscopic and general surgery.

## Abstract

Objective

To assess the effectiveness of a laparoscopic simulation training program using LAPARO medical simulators in enhancing the surgical skills competency and confidence of osteopathic medical students.

Background

Pre-clinical education significantly influences the professional development of future physicians. Early exposure to laparoscopic techniques can help medical students explore surgical interests and develop skills for clerkships and future careers.

Methods

Participants performed three LAPARO simulation modules: Beads, Cones, and Pegs. Their best times from two attempts each in February and May 2024 were recorded. Attempts exceeding four minutes were classified as failures. Participants attended multiple practice sessions between assessments. In addition, a Qualtrics survey comprising nine questions was administered to evaluate interest in surgery, perceived skill development, and attitudes toward laparoscopic training.

Results

The study found that 83.33% of participants improved in at least one module. There was a 62.1% reduction in failure rates from initial to final assessments. In the Beads module, the initial failure rate was 100%, decreasing to 66.67% with a final average time of 3:11, a 34% reduction. For the Cones module, the initial failure rate was 47.37%, improving to 16.67% with an average time decrease from 2:59 to 2:31 (15.65% improvement). In this module, 75% improved their times, and three participants achieved times under two minutes. The Pegs module had an initial failure rate of 5.26%, which increased slightly to 8.33%, but the average time improved from 2:34 to 2:27 (4.55% reduction). Sub-two-minute completions increased from 15.79% to 33.33%, with 58.33% improving their times. Significant improvement was observed in the Cones module (p = 0.0036), with overall trends across all modules suggesting enhanced performance following practice, reinforcing the educational impact of laparoscopic simulation training. Survey data revealed strong positive perceptions: 93.2% of respondents agreed that the laparoscopic events increased their interest in laparoscopic surgery, 81.8% reported greater interest in general surgery, and 81.9% felt more comfortable with their laparoscopic skills for clinical rotations.

Conclusion

Objective performance improvements and positive survey responses collectively demonstrate that early laparoscopic simulation training may enhance technical proficiency, confidence, and enthusiasm for surgical careers among pre-clinical osteopathic medical students. These findings support the early integration of simulation into pre-clinical medical education and highlight its dual role in developing skills and fostering surgical interest. Further research is needed to explore the long-term benefits and potential applications of such training.