Georgina Falcioni

36 statements · 2 topics

Featured statements

▶ Ep 3 · 5:06
This may support and highlight the capability of telesimulation to provide educational benefit in MIS essential skills training to learners who didn't have direct access to onsite simulation resources within a proctor training program.
quote · Duodenal Atresia
▶ Ep 3 · 2:40
Both standard and telesimulation essential skills training models included academic lectures, tutorials for ergonomics, and seven performance tasks, with hands-on practice scheduled into two sessions of three hours.
clinical · Duodenal Atresia
▶ Ep 33 · 4:10
For precision circle cutting, there was significant improvement in score and significant decrease in time between initial and final assessments independently for both telesimulation and standard simulation groups.
clinical · Esophageal Atresia
▶ Ep 33 · 5:00
For the intracorporeal square knot task, results showed improvement in score and decrease in time, with comparative outcomes relatively symmetric for telesimulation and standard simulation groups after practice.
clinical · Esophageal Atresia

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Georgina's statements about Duodenal Atresia 18 statements

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BOB in Ped Surg 2023 - CIPESUR Winner - Georgina Falcioni, MD

▶ Ep 3 · 1:51
quote In person proctor trainee simulation based education had been our standard choice for MIS skills training programs development since 2012. ↗
▶ Ep 3 · 1:51
clinical In-person proctor-trainee simulation-based education has been the standard choice for MIS skills training programs development at Garrahan Children's Hospital since 2012. ↗
▶ Ep 3 · 2:20
clinical During the Covid-19 pandemic, the curricula was adapted to a telesimulation essential skills training model, which was reported at IPAC 2021. ↗
▶ Ep 3 · 2:40
clinical Both standard and telesimulation essential skills training models included academic lectures, tutorials for ergonomics, and seven performance tasks, with hands-on practice scheduled into two sessions of three hours. ↗
▶ Ep 3 · 3:05
clinical The study randomly selected 20 participant assessments from different institutions for each group (telesimulation and standard simulation). ↗
▶ Ep 3 · 3:20
clinical The telesimulation group accessed all content through an online campus and completed hands-on practice with a proctor through a virtual meeting platform. ↗
▶ Ep 3 · 3:35
clinical The standard simulation group attended conferences and hands-on practice at the simulation center with an onsite proctor. ↗
▶ Ep 3 · 3:45
clinical Both groups had the same educators giving summative feedback and debriefing. ↗
▶ Ep 3 · 3:55
clinical The three assessed tasks were circle cutting pattern, extracorporeal reder knot, and intracorporeal square knot. ↗
▶ Ep 3 · 4:10
clinical For precision circle cutting, there was significant improvement in score and significant decrease in time between initial and final assessments independently for both telesimulation and standard simulation groups. ↗
▶ Ep 3 · 4:30
clinical When comparing the achieved progress between both groups for circle cutting, there were no statistically significant differences between telesimulation and standard simulation groups. ↗
▶ Ep 3 · 4:45
clinical For the extracorporeal knot task, a similar pattern was observed showing considerable and almost parallel progress in initial and final assessments for both telesimulation and standard simulation groups. ↗
▶ Ep 3 · 5:00
clinical For the intracorporeal square knot task, results showed improvement in score and decrease in time, with comparative outcomes relatively symmetric for telesimulation and standard simulation groups after practice. ↗
▶ Ep 3 · 5:06
quote This may support and highlight the capability of telesimulation to provide educational benefit in MIS essential skills training to learners who didn't have direct access to onsite simulation resources within a proctor training program. ↗
▶ Ep 3 · 5:20
clinical Statistically significant improvements in scores and decrease in times were observed for all assessed tasks in both telesimulation and standard simulation groups. ↗
▶ Ep 3 · 5:40
clinical The comparative progression observed in telesimulation and standard simulation groups were effective and accounted almost parallel. ↗
▶ Ep 3 · 5:55
clinical Data analysis shows that close performance could be achieved with both telesimulation and standard simulation strategies. ↗
▶ Ep 3 · 6:10
opinion Telesimulation can provide educational benefit in MIS essential skills training to learners who don't have direct access to onsite simulation resources within a proctor training program. ↗
Georgina's statements about Esophageal Atresia 18 statements

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BOB in Ped Surg 2023 - CIPESUR Winner - Georgina Falcioni, MD

▶ Ep 33 · 1:51
clinical In-person proctor-trainee simulation-based education has been the standard choice for MIS skills training programs development at Garrahan Children's Hospital since 2012. ↗
▶ Ep 33 · 1:51
quote In person proctor trainee simulation based education had been our standard choice for MIS skills training programs development since 2012. ↗
▶ Ep 33 · 2:20
clinical During the Covid-19 pandemic, the curricula was adapted to a telesimulation essential skills training model, which was reported at IPAC 2021. ↗
▶ Ep 33 · 2:40
clinical Both standard and telesimulation essential skills training models included academic lectures, tutorials for ergonomics, and seven performance tasks, with hands-on practice scheduled into two sessions of three hours. ↗
▶ Ep 33 · 3:05
clinical The study randomly selected 20 participant assessments from different institutions for each group (telesimulation and standard simulation). ↗
▶ Ep 33 · 3:20
clinical The telesimulation group accessed all content through an online campus and completed hands-on practice with a proctor through a virtual meeting platform. ↗
▶ Ep 33 · 3:35
clinical The standard simulation group attended conferences and hands-on practice at the simulation center with an onsite proctor. ↗
▶ Ep 33 · 3:45
clinical Both groups had the same educators giving summative feedback and debriefing. ↗
▶ Ep 33 · 3:55
clinical The three assessed tasks were circle cutting pattern, extracorporeal reder knot, and intracorporeal square knot. ↗
▶ Ep 33 · 4:10
clinical For precision circle cutting, there was significant improvement in score and significant decrease in time between initial and final assessments independently for both telesimulation and standard simulation groups. ↗
▶ Ep 33 · 4:30
clinical When comparing the achieved progress between both groups for circle cutting, there were no statistically significant differences between telesimulation and standard simulation groups. ↗
▶ Ep 33 · 4:45
clinical For the extracorporeal knot task, a similar pattern was observed showing considerable and almost parallel progress in initial and final assessments for both telesimulation and standard simulation groups. ↗
▶ Ep 33 · 5:00
clinical For the intracorporeal square knot task, results showed improvement in score and decrease in time, with comparative outcomes relatively symmetric for telesimulation and standard simulation groups after practice. ↗
▶ Ep 33 · 5:06
quote This may support and highlight the capability of telesimulation to provide educational benefit in MIS essential skills training to learners who didn't have direct access to onsite simulation resources within a proctor training program. ↗
▶ Ep 33 · 5:20
clinical Statistically significant improvements in scores and decrease in times were observed for all assessed tasks in both telesimulation and standard simulation groups. ↗
▶ Ep 33 · 5:40
clinical The comparative progression observed in telesimulation and standard simulation groups were effective and accounted almost parallel. ↗
▶ Ep 33 · 5:55
clinical Data analysis shows that close performance could be achieved with both telesimulation and standard simulation strategies. ↗
▶ Ep 33 · 6:10
opinion Telesimulation can provide educational benefit in MIS essential skills training to learners who don't have direct access to onsite simulation resources within a proctor training program. ↗