The Role of Deconstructive Teaching in the Training of Laparoscopy.

The difference in OSATS scores after training, regressed on the score before training (in order to account for individual differences in baseline ability), is highly significant ( P = .02) and demonstrates that the Peyton method leads to a much stronger improvement in scores, compared with the non-Peyton group ( Figure 3 ).

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However, due to the small number of participants, only borderline significance could be reached ( P = .07).

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Again, this observation failed to reach statistical significance (4.15 vs 2.88 completed knots per repetition, P = .11; Figure 4 ).

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