Emilene Nazzal
Research Mentor(s): Dhanalakshmi Thiyagarajan
Mentor Department: Obstetrics and Gynecology
Authors: Emilene Nazzal, Shreya Srihari, Enaam A. Adanu, Gerald Osei-Owasu, Joseph Otinkorang, Amanda Manorot, Emma Lawrence, Nana Oduro, Dhanalakshmi Thiyagarajan
Session: Session 2 (10:00am – 10:50am)
Presentation Type: Poster 71
Abstract
Introduction: Laparoscopic gynecological surgery (MIGS) offers several advantages over traditional abdominal surgery, such as reduced recovery time, less pain, and fewer complications. While the standard of care in high-income countries, MIGS remains underutilized in low- and middle-income countries, like Ghana, due to limited training resources. We seek to address this gap by developing a simulation-based laparoscopic training program tailored to low-resource settings. Methods: First, we conducted an extensive literature review on PubMed and Scopus with specific keywords focused on laparoscopic minor gynecological procedures. After a two-person independent consensus review of titles and abstracts to then full text, the final articles were used to identify key learning objectives. Second, we created a detailed curriculum blueprints highlighting cognitive, psychomotor, and attitude domains. The blueprints are the foundation for our structured curriculum that integrates teaching and testing components to ensure participants achieve the outlined learning objectives. Third, we are creating a set of videos to teach the various identified learning objectives. Fourth, we are working to develop a comprehensive questionnaire to assess participants’ confidence and knowledge guided by the blueprint. Finally, we are also working to develop a simulation-model to teach the identified skills on the blueprint along with an objective scoring for skill assessment. Results: A total of 44 articles were included after independent review, and a total of 40 learning objectives were included in the blueprint curriculum. We are developing three videos, “Gynecology Laparoscopy Principles,” “Preparing Patient for Gynecology Laparoscopy,” and “Steps to Gynecology Laparoscopy.” Our questionnaire and simulation-model with scoring assessment will help guide evaluation of confidence, knowledge, and skill pre- and post-training. Conclusion: A cost-effective laparoscopic simulation-based training program will eventually be designed and built using locally available materials to promote accessibility and sustainability. Then, medical professionals will test the curriculum and model, and quantitative and qualitative data will be collected to evaluate their effectiveness. By analyzing this data, we aim to measure improvements in surgical proficiency, practitioner confidence, and knowledge retention. These findings will contribute to reducing disparities in surgical training and care, providing a scalable, practical solution for medical education in resource-constrained settings, and advancing global health equity.
