Introduction

Surgical medical residency plans face the dilemma of traditional teaching methods, which promote the acquisition of skills and competencies through "in vivo" practices. To date, the learning process for surgical practice of cardiac surgery has not been fully consolidated. The development of new teaching strategies is necessary for the evolution of training plans. One viable option is to generate simulation programs on biological models that can be added to traditional teaching plans.

Objective

To evaluate the impact on the development of surgical skills of a structured learning program of cardiac surgery techniques in porcine biological models in a group of cardiothoracic surgery residents.

Methods

A surgical simulation program was implemented in swine biological models consisting of 20 theoretical-practical sessions, simulating the interaction between surgeon and first assistant in the operating room, guided by a tutor and two instructors. An evaluation and analysis of the impact of the program on the development of skills and knowledge acquired at the beginning and end of the program was analyzed.

Results

20 practical sessions were performed during the academic cycle, with 10 participating resident physicians, observing a favorable evolution in the motor skills of the assistants evaluated at the end of the program, with a mean initial score of 18.8 (SD ± 4.686), which evolved to 27.3 (SD ± 2.003) out of a total of 30 points at the end of the program.

Discussion

Based on the evaluation of the program, an improvement in the surgical skills obtained by the resident physicians was observed.

Conclusions

Simulation learning implies a safe practice process for residents and patients, which has a positive impact on the development of motor skills.