Editorial. Innovations in neurosurgical education during the COVID-19 pandemic: is it time to reexamine our neurosurgical training models?

Tomlinson, Samuel B.; Hendricks, Benjamin K; Cohen-Gadol, Aaron

doi:10.3171/2020.4.jns201012

Cited by 67 publications

(75 citation statements)

References 8 publications

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“…In addition, the annual mock oral boards session for residents' self-assessment and faculty evaluations of their current progress was conducted with Zoom. 9 Based on the result of the present survey, we find that these changes are similar to those that have been enacted by programs nationwide.…”

Section: The Johns Hopkins Experiencesupporting

confidence: 65%

“…There has been a reported uptick in the number of electronic resources made available to neurosurgical residents. 9 These include resources offered by professional societies, for example the Grand Round webinars and Virtual Visiting Professor series offered by the CNS 14 and the free resident courses offered through the Neurosurgery Research & Education Foundation of the AANS. 15 In addition, there has been increased use of third-party resources, including the Neurosurgical Atlas, which has reported more than a 20% increase in users/viewers since the onset of the pandemic.…”

Section: The Johns Hopkins Experiencementioning

confidence: 99%

“…4 Recently, several centers have reported the significant changes that their departments have undergone as a result of the COVID-19 pandemic. [5][6][7][8] Included in these changes are alterations to the methods for educating residents 9 and the clinical care duties of residents. For example, Weber et al 2 at the Medical University of South Carolina and Burke et al 7 at the University of California San Francisco described reorganizing their services to reduce the number of residents in the hospital at any one time.…”

mentioning

confidence: 99%

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Letter to the Editor “Changes to Neurosurgery Resident Education Since Onset of the COVID-19 Pandemic”

et al. 2020

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Section: The Johns Hopkins Experiencesupporting

confidence: 65%

Section: The Johns Hopkins Experiencementioning

confidence: 99%

mentioning

confidence: 99%

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Letter to the Editor “Changes to Neurosurgery Resident Education Since Onset of the COVID-19 Pandemic”

et al. 2020

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“…Similarly, Schwartz et al recommended post-clinic virtual conference between attendings and on-service residents (video-enabled telemedicine) for clinical education (6). Ground round webinars live interactive virtual visiting professor sessions, virtual academic conference, case-based conferences and morning session webinar, journal club webinar, email-based clinical vignettes with associated questions and clinical images, virtual live or recorded conferences were being used for clinical education in a different residency program (8,13,(15)(16)(17)(18)(19). In these different virtual teachings used in different residency programs, many recommended using different mechanisms such as using tools that promote interaction and audience participation, using the platform in which users can submit questions through a live chat function to decrease participant talk-over and allows for a more uid presentation (7,16) 3.…”

Section: Resultsmentioning

confidence: 99%

“…The shutdown of elective surgeries caused a signi cant decrease in the amount of time in the operating room which will not be replaced by simple academic conferences and telehealth. Many residency programs had instituted alternative surgical teaching methods during COVID-19 (6,8,10,11,13,17,19). Emory University School of Medicine are using virtual reality or simulation training for orthopedic surgical education.…”

Section: Resultsmentioning

confidence: 99%

Managing resident workforce and residency training amid COVID-19 pandemic: Scoping review of adaptive approaches

Tolu

Feyissa

Gudu

2020

Preprint

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Introduction: The impact of Covid-19 on the healthcare system and training is tremendous and unpredictable. In addition to service re-organization, teaching institutions will have to devise adaptive mechanisms to cope up with the disruption in medical education and residency training.Objective: to review available adaptive residency training approaches and management of resident work force in different residency programs amid Covid-19 pandemicMethods and materials: We searched for websites of different professional associations and international or national specialty accreditation institutions. We looked for English studies (any form), reviews or editorials, perspectives, short or special communications, and position papers on residency education during the COVID-19 pandemic. Additionally, we searched: MEDLINE, EMBASE, and Google Scholar using keywords. Data extraction was done by two independent reviewers using a customized tool that was developed to record the key information of the source that’s relevant to the review question. The difference between the two authors on data extraction was resolved by discussion.Results: We identified 13 documents reporting on residency education during pandemics. Three were articles,5 short or special communications, and the rest editorials and perspectives. We divided the data obtained into six thematic areas: resident staffing, clinical education, surgical education, didactic teaching, research activity, and accreditation process.Conclusions: Residency programs must reorganize the resident's staffing and provide appropriate training to ensure the health and safety of residents during the pandemics. There are feasible adaptive approaches of maintaining residency trainings in the domains of didactic teaching, clinical education and some research activities. Although some innovative virtual surgical skills training methods are implemented in limited surgical residency disciplines, their effectiveness is not well examined. Guidance and flexibility of the accreditation bodies in ensuring competency of residents is one component of the response to the Covid-19 pandemic.

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Effect of Artificial Intelligence Tutoring vs Expert Instruction on Learning Simulated Surgical Skills Among Medical Students

et al. 2022

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IMPORTANCETo better understand the emerging role of artificial intelligence (AI) in surgical training, efficacy of AI tutoring systems, such as the Virtual Operative Assistant (VOA), must be tested and compared with conventional approaches. OBJECTIVE To determine how VOA and remote expert instruction compare in learners' skill acquisition, affective, and cognitive outcomes during surgical simulation training. DESIGN, SETTING, AND PARTICIPANTS This instructor-blinded randomized clinical trial included medical students (undergraduate years 0-2) from 4 institutions in Canada during a single simulation training at McGill Neurosurgical Simulation and Artificial Intelligence Learning Centre, Montreal, Canada. Cross-sectional data were collected from January to April 2021. Analysis was conducted based on intention-to-treat. Data were analyzed from April to June 2021. INTERVENTIONS The interventions included 5 feedback sessions, 5 minutes each, during a single 75-minute training, including 5 practice sessions followed by 1 realistic virtual reality brain tumor resection. The 3 intervention arms included 2 treatment groups, AI audiovisual metric-based feedback (VOA group) and synchronous verbal scripted debriefing and instruction from a remote expert (instructor group), and a control group that received no feedback. MAIN OUTCOMES AND MEASURES The coprimary outcomes were change in procedural performance, quantified as Expertise Score by a validated assessment algorithm (Intelligent Continuous Expertise Monitoring System [ICEMS]; range, −1.00 to 1.00) for each practice resection, and learning and retention, measured from performance in realistic resections by ICEMS and blinded Objective Structured Assessment of Technical Skills (OSATS; range 1-7). Secondary outcomes included strength of emotions before, during, and after the intervention and cognitive load after intervention, measured in self-reports. RESULTS A total of 70 medical students (41 [59%] women and 29 [41%] men; mean [SD] age, 21.8 [2.3] years) from 4 institutions were randomized, including 23 students in the VOA group, 24 students in the instructor group, and 23 students in the control group. All participants were included in the final analysis. ICEMS assessed 350 practice resections, and ICEMS and OSATS evaluated 70 realistic resections. VOA significantly improved practice Expertise Scores by 0.66 (95% CI, 0.55 to 0.77) points compared with the instructor group and by 0.65 (95% CI, 0.54 to 0.77) points compared with the control group (P < .001). Realistic Expertise Scores were significantly higher for the VOA group compared with instructor (mean difference, 0.53 [95% CI, 0.40 to 0.67] points; P < .001) and control (mean difference. 0.49 [95% CI, 0.34 to 0.61] points; P < .001) groups. Mean global OSATS (continued) Key Points Question How does feedback from an artificial intelligence (AI) tutoring system compare with training by remote expert instruction in learning a surgical procedure? Findings In this randomized clinical trial including 70 medical students, l...

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Editorial. Innovations in neurosurgical education during the COVID-19 pandemic: is it time to reexamine our neurosurgical training models?

Cited by 67 publications

References 8 publications

Letter to the Editor “Changes to Neurosurgery Resident Education Since Onset of the COVID-19 Pandemic”

Letter to the Editor “Changes to Neurosurgery Resident Education Since Onset of the COVID-19 Pandemic”

Managing resident workforce and residency training amid COVID-19 pandemic: Scoping review of adaptive approaches

Effect of Artificial Intelligence Tutoring vs Expert Instruction on Learning Simulated Surgical Skills Among Medical Students

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