Feasibility of video‐based skill assessment for percutaneous nephrostomy training in Senegal
Why this work is in the frame
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Bibliographic record
Abstract
Percutaneous nephrostomy can be an effective means of preventing irreparable renal damage from obstructive renal disease thereby providing patients with more time to access treatment to remove the source of the blockage. In sub-Saharan Africa, where there is limited access to treatments such as dialysis and transplantation, a nephrostomy can be life-saving. Training this procedure in simulation can allow trainees to develop their technical skills without risking patient safety, but still requires an ex-pert observer to provide performative feedback. In this study, the feasibility of using video as an accessible method to assess skill in simulated percutaneous nephrostomy is evaluated. Six novice urology residents and six expert urologists from Ouakam Military Hospital in Dakar, Senegal performed 4 nephrostomies each using the setup. Motion-based metrics were computed for each trial from the predicted bounding boxes of a trained object detection network, and these metrics were compared between novices and experts. The authors were able to measure significant differences in both ultrasound and needle handling between novice and expert participants. Additionally, performance changes could be measured within each group over multiple trials. Conclusions: Video-based skill assessment is a feasible and accessible option for providing trainees with quantitative performance feedback in sub-Saharan Africa.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it