gms | German Medical Science

Background: Surgical training for students at universities is mainly taught through theoretical teaching formats, while practical training approaches should be expanded. The surgical specialty faces the challenge of a decline in motivation among medical students to pursue surgical training after graduation, coupled with a steadily increasing workload in the face of demographic change. To counteract future staff shortages, the peer teaching format, training from students for students, has repeatedly proven to increase motivation. Building on this, the SimLab – Students for Surgery initiative aims to use this study to evaluate the manufacturing process of simulation organs and the use of 3D models using the example of appendectomy.

Aim: Faced with the expense of commercial training models, this study aimed to develop low-cost and viable 3D models through digital reconstruction and in-house modeling, and to assess their suitability for curricula for medical students and professionals.

Methodology: Anonymized 3D data sets were reconstructed into the intestinal components of an appendectomy model (3D Slicer). Using open-source software (Shapr3D and Bambu Lab), an appendicular artery and a mesoappendix were added. Negative molds were then produced using 3D printing and silicone was poured into them. After the silicone had set, the models could be removed and evaluated by professionals for similarity to reality. The models were assessed by students and surgeons in laparoscopic simulations as part of elective curricula and voluntary settings.

Results: The project has shown that a 3D printing-based approach enables the independent and cost-effective production of training models. This provides both students and doctors with realistic training opportunities in a risk-free environment. This led to higher motivation among students to choose a surgical specialty after just one training session. For the medical staff, this simulation approach, when embedded in standardized continuing education curricula, will hopefully be a way to maintain personnel over the long term by reducing fluctuation in surgery.

Relevance: The ability to create and adapt teaching materials is crucial for improving surgical training for students and surgical residents. Further in-house production and teaching minimizes costs and to intensifies the teaching experience by creating, learning and teaching.

Recommendations: It is recommended to focus on student and resident teaching and research initiatives and to utilize their creative potential for the further development of surgical education by expanding and providing long-term funding. Efforts should be made to actively involve students and residents in identifying teaching needs and developing training models, and to further motivate them. This may contribute to the goal of increasing surgical learning curves at an early stage through sustainable development, thus optimizing surgical training in the mid-term and covering practical teaching needs across universities in the long term.