Creation of a Neonatal Skill Trainer for Pericardiocentesis, Thoracentesis, and Paracentesis; Disparities in Training Resources for Medical Procedures in Neonates

Sociotechnical Thesis
Technical Project Abstract:
Neonatal surgery demands extreme precision and specialized training, yet current medical education lacks adequate resources tailored to these procedures. The project addresses the critical need for neonatal surgical training by developing an anatomically accurate, ultrasound-compatible neonatal manikin to practice pericardiocentesis, thoracentesis, and paracentesis. Unlike adult-based simulators, our model features complex fluid compartments mimicking pleural, peritoneal, and pericardial cavities, offering a realistic and reusable medium for skill acquisition. The design emphasizes both physical fidelity and function, with puncture-resistant materials to allow repeated practice without compromising structural integrity. The solution fills a long-standing void in pediatric surgical training, where education models are scarce, often lack neonatal anatomical accuracy, and do not offer tactile feedback necessary for high-risk procedures.
Beyond technical contributions, the work discusses ethical implications of unequal access to simulation equipment across medical specialties. As a vulnerable population, neonates are owed surgically informed care through rigorous, realistic training. Their omission from clinical trials and the failure to create specialized simulators are matters of significant concern in the interest of justice and fairness in healthcare training. Our project not only introduces a novel training tool but also necessitates systemic transformation—more inclusive clinical trials, increased investment in neonatal research, and the broader integration of simulation-based training into medical school curricula.
By bridging engineering design and ethical inquiry, the project emphasizes the urgent need for innovation and advocacy in neonatal surgical education. The project's ultimate goal is to improve surgical proficiency, patient safety, and equitable standards of care for the youngest, most vulnerable patients.

STS Paper Abstract:
Neonatal surgery is the most refined and delicate component of clinical practice and requires very adept technique and fine motor skills. However, training centers for neonatal surgical operations are proportionately less developed compared to facilities available for adult surgical specialties such as orthopedic and general surgery. This paper examines the ethical and clinical dimensions of this discrepancy with particular attention to the deficiency of available simulation-based training resources used in neonatal surgery. Although adult-oriented simulation training has made significant progress with the advent of virtual reality, high-fidelity manikins, and robotics, simulators specifically designed for neonatal care remain scarce, anatomically incorrect, and poorly validated. As a result, many surgeons start neonatal practice lacking proper hands-on experience, and therefore, patient safety is endangered severely.
The contention of this study is that the unavailability of equipment specifically for neonatal surgery training is as much a function of technology or finances but a pressing ethical issue. It raises questions of justice and fairness because neonates, a fundamentally vulnerable population, are deprived of the same care and protection afforded to other groups of patients. The article traces the development of neonatal surgical education historically, outlines the bioethical principles behind the use of simulation in medicine, and highlights shortages of neonatal representation in clinical trials and research funding. It also offers a proposed solution: the development of anatomically correct, multi-cavity neonatal manikins to provide more realistic and effective simulation training.
Lastly, the research highlights that improving neonatal surgical training is both a medical and an ethical imperative. By making the call for institutional policy reform, fair allocation of funds, and international collaboration, this paper implores the medical profession and policymakers to acknowledge the systemic neglect of neonatal surgical education. Closing this gap is essential to improving surgical outcomes and allowing even the most premature and vulnerable patients to receive the highest standard of care.

How my STS Research compares to my Technical Project:
My STS paper and capstone design project are closely related to one another, each drawing from the other's motivations and objectives. The STS paper investigates the morality behind the disproportionate distribution of neonatal surgical training in that there exist no high-fidelity simulation models for surgeries performed on the most vulnerable of subjects, newborns. It highlights systemic issues such as the exclusion of neonates from clinical trials, uneven spending across medical specialties, and the moral obligation of health systems to ensure surgeons are adequately trained. These findings provided the ethical and contextual foundation for the capstone project that seeks to take these challenges head-on with the development of a neonatal surgical training manikin.
The capstone project builds on the results discovered in the STS paper by offering a tangible solution: the design and development of an anatomically accurate, ultrasound-compatible neonatal manikin for fluid-removal procedures such as pericardiocentesis, thoracentesis, and paracentesis. The manikin has realistic, reusable compartments that mimic significant anatomical structures, providing a hands-on, low-cost, and ethically sound device for training surgery. This design specifically satisfies the STS paper's call for equal resources in training and improved patient outcomes. Furthermore, the ethical system proposed in the STS work has guided the capstone team in making well-informed choices in terms of usability, accessibility, and long-term impact. Together, the two projects showcase engineering design and ethical analysis in synergy, translating theoretical criticism into functional innovation and driving forward a more equitable and effective way to neonatal health education.

School of Engineering and Applied Science

Bachelor of Science in Biomedical Engineering

Technical Advisor: Jaclyn Wiggins, Timothy Allen

STS Advisor: Joshua Earle

Technical Team Members: Ashley Houck, Grace Gawrylowicz, Michael Pandula