==== Front
Rev Bras Ginecol Obstet
Rev Bras Ginecol Obstet
10.1055/s-00030576
RBGO Gynecology & Obstetrics
0100-7203
1806-9339
Thieme Revinter Publicações Ltda Rio de Janeiro, Brazil

31018230
10.1055/s-0039-1688411
190032
Letter to the Editor
Laparoscopic Box Training with Four Different Modules in a Tertiary Education and Research Hospital, Ankara, Turkey
http://orcid.org/0000-0002-7128-8086
Tapisiz Omer L. 1
Kiykac Altinbas Sadiman 1
Moraloglu Tekin Ozlem 1
1 Department of Obstetrics and Gynecology, University of Health Sciences, Etlik Zubeyde Hanim Women's Health Training and Research Hospital, Ankara, Turkey
Address for correspondence Omer Lutfi Tapisiz, Md, PhD Department of Obstetrics and Gynecology, University of Health Sciences, Etlik Zubeyde Hanim Women's Health Training and Research HospitalAnkaraTurkeyomertapisiz@yahoo.com.tr
24 4 2019
4 2019
1 4 2019
41 4 273276
https://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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pmcDear Editor,

Laparoscopic surgery (LS) has had a fundamental role in gynecology over the past 2 decades. Because LS is now widely accepted, training residents to perform laparoscopic procedures is essential.1 Therefore, simultaneously, the interest in training programs to teach technical skills is gaining ground rapidly.2 3 Laparoscopic surgery has obtained a major position within surgical specialties. For LS, additional psychomotor and hand-eye coordination skills are needed.4 To learn these skills, effective preclinical simple box trainers have been developed. In the light of these data, we have created a well-designed LS training room (Fig. 1), and arranged four different modules. Here, we would like to present the LS training room and box trainers of our hospital, and also indicate the importance of these training activities in the education of the residents.

Fig. 1 View of the laparoscopic training room.

In Fig. 2, the training module (TM) 1 is presented. In this TM, the surgeon should attach the rings to the nails while paying attention to their colors and sizes. In this process, the surgeon should also change the rings between the right and left hands.

Fig. 2 Training module 1.

In Fig. 3, the TM 2 is presented. In this TM, the surgeon should place the pins in wooden hollows while paying attention to their colors. In this process, the surgeon should first pick the pins up from their color parts, then change them between the right and left hands by holding the needle part.

Fig. 3 Training module 2.

In Fig. 4, the TM 3 is presented. In this TM, the surgeon should attach the small plastic pipes to the nails while paying attention to their colors.

Fig. 4 Training module 3.

In Fig. 5, the TM 4 is presented. In this TM, the surgeon should pass the rope through the metal rings with the help of both hands. The direction should be from left to right and down/up to up/down.

Fig. 5 Training module 4.

In our opinion, for the development of effective and complete laparoscopic training programs, these integrated modules can be a practical answer. All these TMs improve the laparoscopic skills, and training with a virtual reality simulator or box trainer should be considered before actual laparoscopic procedures are performed. Therefore, it should be kept in mind that laparoscopic training hospitals should coordinate a laparoscopic training room that includes a traditional box trainer or with both box trainers and a virtual reality simulator.

Conflicts of Interests The authors have no conflicts of interests to declare.

Note: The present study was presented as a poster presentation at ESGE 27TH Annual Congress, 7th–10th October 2018, Vienna, Austria.
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References

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