Global Surgical Training Challenge
Dibari-assisted cesarean section surgery
In response to Pitch your project.
Can you explain how the device you are developing will simulate a surgical training scenario that will allow the user to practice and access the physical/psychomotor skills required for the procedure?
It is based on different types:
Simulated (sick) or standardized (healthy) patient,
Or a person specially supervised by the trainer
Development of communication skills
Collection of information
Physical examination
Repeating scenarios
Possible application in mental health (actors)
High-fidelity mannequin (complex interface with evolving vital and physiological parameters according to the simulated situation)
High level of realism
Active participation of learners and students
Development of technical and non-technical skills
Development of reflective practice
Formation of multidisciplinary teams
In response to Who does your project serve, and in what ways will the project improve their skills?
Could you explain and clarify how your module will allow users to self assess the psychomotor skill you are hoping to teach?
This can be done according to the following points:
1) Psychomotor assessment
2) Early education and psychomotor stimulation
3) Rehabilitation of psychomotor developmental disorders or the following psychomotor disorders, by means of dynamic relaxation techniques, gestural education, bodily or plastic expression and by rhythmic activities, play, balancing and coordination:
—Delays in psychomotor development,
- Disorders of maturation and tonic regulation,
—Body diagram disorders,
- Laterality disorders,
- Disorders of spatio-temporal organization,
—Psychomotor disharmonies,
—Tonic-emotional disorders,
—Motor and gestural disorders, dyspraxias,
—Motor debility,
—Psychomotor inhibition,
—Psychomotor instability,
—Graphomotricity disorders, excluding re-education of written language.
4) Contribution, through techniques of bodily approach, to the treatment of intellectual deficiencies, character or personality disorders, disorders of emotional and relational regulations and disorders of the representation of the body of psychic or physical origin.
In response to What is your surgical training module?
Could you provide a more detailed description of your simulator tech and how it will teach and assess psychomotor skills?
In our opinion, the points below should be clarified:
Silicone body parts
Development of technical skills
Low cost
Large group learning
Lack of stress for learners
Model and virtual reality of technical gestures (devices used to reproduce procedures)
Development of technical skills
Reproducible models
Good long-term retention of techniques
Lack of stress for learners
In response to What specific surgical skills are you teaching?
Could you provide more detail about how your module will help surgical practitioners to learn and practice the physical/psychomotor skills you are hoping to teach? This is a critical part of the challenge.
Psychomotricity does not target the functionality of a limb itself or performance. In our approach, it is a question of taking into account the symptom (s) of the person in his overall functioning, and understanding the causes and consequences, helping the patient to make sense of what he is experiencing. and help them find in different ways the psycho-corporal resources necessary in their care path and more generally in their life path. Rehabilitation and functional rehabilitation represent a medical specialty. Rehabilitation would aim to correct or limit a deficiency, while rehabilitation aims more to mitigate the consequences of a disability.
The concept of adaptation is complex and depends on many factors. A living being is said to be adapted to an environment, or to a situation, when it is able to provide an adequate response to them. Thus, individual, environment and response are three inseparable elements. An appropriate response refers to a situational purpose and to a biological purpose. A situation (or stimulus) carries with it a requirement only insofar as it refers to a project, to an end. In other words, a situation only has meaning because it refers to a living individual who aims at a project. Thus, in therapeutic psychomotor intervention, we tend to think that a subject wants to be cured, but this is only a probability. He may want to keep his symptom, for many reasons: because he derives multiple advantages from the situation, also called secondary benefits, or because his disease plays a role in the homeostasis of the family or social group. to which it belongs.
From a biological point of view, individuals seek to make goals coincide with the imperatives of the environment. Every individual evolves during his ontogeny: he discovers walking, learns to speak, interacts in a relevant way with his environment. The subject's responses to his environment depend on two interacting sources: heredity and individual acquisition. Psychomotricity is particularly interested in individual progress, the practical improvement of an act or behavior, and imitation models through which the therapist can show the patient how to achieve or improve a particular skill.
Any relationship with an individual or a situation must be considered on the basis of three fundamental criteria: criterion of finality, criterion of means, criterion of deficiency. In PRM, the deficiency is at the heart of the matter. The patient has lost or modified, momentarily or permanently, part of his motor and functional capacities. The subject's psychic activity is intimately linked to it. As an observer of the behavior of others, the psychomotor therapist must question himself about the final, concrete result that the subject is pursuing. The goal being determined, we must then ask ourselves if the subject has the means to reach it. Finally, if the person does not succeed in achieving their goals, it is advisable to ask what are the causes, and by what means they could achieve them, how to overcome their difficulties. The actions of the psychomotor therapist must be linked to the therapeutic project defined with the other professionals of the service (physiotherapists, occupational therapists, psychologist, doctor, etc.)
Through the psychomotor examination, the psychomotor therapist will look for signs and symptoms. A symptom is a characteristic which only appears in morbid organizations, which causes suffering and hinders the development of the therapeutic plan or the person's life. One of the characteristics of psychomotor pathologies is to vary according to age, sex and environment, depending on the biological and ecological situation in which the subject finds himself. "To analyze the psychomotor disorder is to ask what place the symptom has in the subject's psychic economy".
In the case of Physical Medicine and Rehabilitation, the three main issues encountered are: Movement, (the desire to regain mobility, autonomy, etc.), mental suffering (in the face of a caesarean, the accident, the consequences) , and pain. Beyond functionality, the fact of being able to move, of being in motion involves many other aspects that we must take into account as psychomotor therapists.
Let us rely here on a brief psychomotor reading of walking: Walking ... what is walking? Mechanical action consisting of putting one foot in front of the other in order to move, yes, but it is also moving, going forward - in every sense of the word -, standing up, keeping your "dignity" . Walking is commonly considered to be the way to maintain autonomy, a social and relational life ... to stand up is to assert yourself, "to raise your head". To be able to walk "upright" you have to find a balance, a physical and psychological balance! Consciousness of the body, of its movements and sensations, self-confidence and the feeling of internal solidity and security are all essential parameters for this balance.
Living in your body is not easy, especially when it is painful, when it has been damaged, mutilated, amputated, burned, when it has changed ... sometimes even to the point of not recognizing itself. Physical pain and psychological suffering are closely linked, and it is essential to take into account their reciprocal influences. The experience of a situation and its consequences depends on intra and interpersonal variables, involving the subject himself, his history, his beliefs, his relationship to others and his environment.
It is clear that all the energy deployed by the teams to treat a pathology, combined with the patient's focus on it, leads to making it a real identity in its own right. The patient, then not only reduced to his pathology, becomes “patient among patients” one of them confides to me. The psychomotor approach, by its global dimension, offers a modality of identity transition from the symptom to the person.
More broadly, the psychomotor therapist participates in the assessment and management of psychomotor resonances and persistent symptoms, as well as in the prevention of possible disorders.
Psychomotricity is therefore at the level of primary and secondary prevention, as well as at the level of the management of established disorders.
Thus, this question led me to think about my first postulate about my research: although psychomotor therapists and physical education teachers have different thinking aids, tools and perspective; they also have a common objective: the good psychomotor development of the patient.
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