Incorporating resident/fellow training into a robotic surgery program

Vetter, Monica Hagan; Green, Isabel C.; Martino, Martin A; Fowler, Jeffrey M.; Salani, Ritu

doi:10.1002/jso.24006

Cited by 30 publications

(14 citation statements)

References 45 publications

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“…Previous research has shown that a comprehensive training for robotic surgery was associated with high reliability and significant educational benefit [6,15]. In one such study, 55 participants from general surgery, urology and gynecology were enrolled in a 2-month curriculum that included the following: online didactics, hands-on tutorials, and nine inanimate tasks modified from the Fundamentals of Laparoscopic Surgery program [15].…”

Section: Discussionmentioning

confidence: 99%

“…The development of structured curriculum should consist of clear objectives and goals, a wide variety of training modalities, and be completed in a reasonable timeframe [6]. As time and access were identified as major barriers to robotic training, residency programs should consider incorporating robotic training into protected didactics time.…”

Section: Discussionmentioning

confidence: 99%

“…The robotic training modalities reported in this study were limited to lectures, online modules, pelvic trainers, and animal laboratories; however, the time necessary to complete training was not stated. Furthermore, there has been little research about incorporation of more recent training technologies such as virtual reality simulation which has been shown to be an efficient way to acquire robotic skills or dual-assist console [6].…”

Section: Introductionmentioning

confidence: 99%

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Time to consider integration of a formal robotic-assisted surgical training program into obstetrics/gynecology residency curricula

et al. 2017

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The objectives of the study were to describe robotic-assisted surgery training programs currently being used by ACGMEaccredited obstetrics and gynecology (OB/Gyn) residency programs and to explore residents' attitudes towards their robotic surgery training curricula to evaluate resident desire for robotics training. We conducted a cross-sectional study of OB/Gyn residents for the 2015-2016 academic year. Participants completed a 31-item online questionnaire regarding their roboticassisted surgical training and associated perspectives. Analyses of these data were primarily descriptive. In total, 98.9% of included respondents (N = 177) reported availability of a surgical robot at their training institution, and 35.0% of participants reported not having any structured robotics training program at their institution. The most commonly used training modalities included online modules (62.2%), dual-assist console (55.1%) and virtual reality simulation (50.3%). The most commonly reported barriers to completing a robots training were a lack of personal time (56.2%) and availability of the virtual reality simulator or access to the robotic equipment (29.2%). OB/Gyn residents desire robotics training and are exposed to a wide variety of training modalities. The ACGME should consider recommending the incorporation of a standardized formal robotics training program as part of the OB/Gyn residency curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Time to consider integration of a formal robotic-assisted surgical training program into obstetrics/gynecology residency curricula

et al. 2017

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“…The high rate of adverse events caused by actions outside of the surgeon's console is becoming better understood. 16–18 Integrating NTS assessment into the curriculum could help prepare the next generation of surgeons to confront the unique challenges of the robotic operating theatre. We initially incorporated the National Aeronautics and Space Administration Task Load Index to capture NTS metrics but due to low compliance, we were not able to show any correlating data.…”

Section: Discussionmentioning

confidence: 99%

A Standardized Robotic Training Curriculum in a General Surgery Program

Moit

Dwyer

Sutter

et al. 2019

JSLS

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Background and Objectives: The general surgery residency at the University of Illinois College of Medicine at Peoria has a long tradition of integrating robotic surgery into training since 2002. The purpose of this paper is to investigate our curriculum and evaluation system, which was designed to achieve a standardized format for education in general robotic surgery. Methods: The curriculum consists of two phases: phase 1 (PGY 1-2): Complete 4 robotic surgery training modules; read two assigned robotic surgery articles; and practice simulation modules on the robot. phase 2 (PGY 3-5): Refresh training modules, score Ͼ90% on the simulator modules every 6 months; bedside assist minimum of 4 robotic procedures; and act as console surgeon for a minimum of 10 procedures with 2 separate attending surgeons. The required simulator modules were specially selected to incorporate all of the skills categories documented in the simulator. The faculty evaluate the resident's operative performance using the Global Evaluative Assessment of Robotic Skills validated rubric. Results: Since the curriculum was instituted in June 2017, 73 evaluations from 8 surgeons have been collected. We examined data from 6 residents who had at least 5 Global Evaluative Assessment of Robotic Skills assessments completed. Correlation coefficient scores showed a positive correlation ranging from 0.476 to 0.862 for average skills and 0.334 to 0.866 for overall performance scores. Discussion: The preliminary results suggest an improvement of resident robotic surgical skills through tailored education. This curriculum is designed to enhance robotic general surgery education that could potentially produce general surgeons able to operate robotically without needing a robotic/MIS (Minimally Invasive Surgery) fellowship.

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“…There is currently no evaluation system or definitive number of cases agreed upon to achieve proficiency. 38 In our literature search, the minimal number of cases in other specialties ranged from 10 to 20 cases. 39,40 Our survey responses also showed that most I6 program directors believed that trainees must perform at least 10 robotic surgery cases as a primary bedside assistant during residency (Table 3).…”

Section: Discussionmentioning

confidence: 99%

Robotic Thoracic Surgery Training for Residency Programs

Raad

Ayub

Huang

et al. 2018

Innovations�(Phila)

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Objective Robotic-assisted surgery is increasingly being used in thoracic surgery. Currently, the Integrated Thoracic Surgery Residency Program lacks a standardized curriculum or requirement for training residents in robotic-assisted thoracic surgery. In most circumstances, because of the lack of formal residency training in robotic surgery, hospitals are requiring additional training, mentorship, and formal proctoring of cases before granting credentials to perform robotic-assisted surgery. Therefore, there is necessity for residents in Integrated Thoracic Surgery Residency Program to have early exposure and formal training on the robotic platform. We propose a curriculum that can be incorporated into such programs that would satisfy both training needs and hospital credential requirements. Methods We surveyed all 26 Integrated Thoracic Surgery Residency Program Directors in the United States. We also performed a PubMed literature search using the key word “robotic surgery training curriculum.” We reviewed various robotic surgery training curricula and evaluation tools used by urology, obstetrics gynecology, and general surgery training programs. We then designed a proposed curriculum geared toward thoracic Integrated Thoracic Surgery Residency Program adopted from our credentialing experience, literature review, and survey consensus. Results Of the 26 programs surveyed, we received 17 responses. Most Integrated Thoracic Surgery Residency Program directors believe that it is important to introduce robotic surgery training during residency. Our proposed curriculum is integrated during postgraduate years 2 to 6. In the preclinical stage postgraduate years 2 to 3, residents are required to complete introductory online modules, virtual reality simulator training, and in-house workshops. During clinical stage (postgraduate years 4–6), the resident will serve as a supervised bedside assistant and progress to a console surgeon. Each case will have defined steps that the resident must demonstrate competency. Evaluation will be based on standardized guidelines. Conclusions Expansion and utilization of robotic assistance in thoracic surgery have increased. Our proposed curriculum aims to enable Integrated Thoracic Surgery Residency Program residents to achieve competency in robotic-assisted thoracic surgery and to facilitate the acquirement of hospital privileges when they enter practice.

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Incorporating resident/fellow training into a robotic surgery program

Cited by 30 publications

References 45 publications

Time to consider integration of a formal robotic-assisted surgical training program into obstetrics/gynecology residency curricula

Time to consider integration of a formal robotic-assisted surgical training program into obstetrics/gynecology residency curricula

A Standardized Robotic Training Curriculum in a General Surgery Program

Robotic Thoracic Surgery Training for Residency Programs

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