• Flemming Bjerrum, Mathilde Maagaard, Led SorensenJetteJDepartment of Gynaecology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University Hospital of Copenhagen, Copenhagen, Denmark., Rifbjerg LarsenChristianCDepartment of Obstetrics and Gynaecology, Hillerød Hospital, Denmark., Charlotte Ringsted, Per Winkel, Bent Ottesen, and Jeanett Strandbygaard.
• Department of Gynaecology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University Hospital of Copenhagen, Copenhagen, Denmark. Electronic address: fbjerrum@gmail.com.
• J Surg Educ. 2015 Jan 1; 72 (1): 53-60.

BackgroundInstructor feedback reduces the number of repetitions and time to reach proficiency during laparoscopic simulator training. The objective of this study was to examine the effect of instructor feedback on long-term skill retention.MethodsA 6-month follow-up of a randomized trial. Participants were surgical novices (medical students). All participants (n = 99) initially practiced a laparoscopic salpingectomy on the LapSim virtual reality simulator to proficiency. The intervention group could request instructor feedback, whereas the control group could not. After 6 months, the participants (n = 65) practiced on the simulator until they reached proficiency again. The primary outcomes were the total time and the number of repetitions.ResultsInitially, the intervention group used significantly fewer repetitions (29 vs 65, p < 0.0005) and less total training time (162 vs 342 min, p < 0.0005) than the control group to reach the proficiency level. At follow-up, both the groups used an equal number of repetitions (21 vs 20, p = 0.72) and time (83 vs 73 min, p = 0.37) to reach the same proficiency level.ConclusionsInstructor feedback during proficiency-based laparoscopic simulator training does not affect the long-term retention of skills.Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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