Prevalence and Perceptions of Team Training Programs for Pediatric Surgeons and Anesthesiologists

Esce, Antoinette; Rodeberg, David A.; Rothstein, David H.; Browne, Marybeth; Wakeman, Derek

doi:10.1016/j.jss.2018.07.025

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…The lack of a standardized effective educational curriculum for the RBA has probably hampered the effectiveness of the robotic surgery team. TeamSTEPPS, an evidence-based framework for improving quality care and patient outcomes, emphasizes the importance of cultivating team attitudes, to increase knowledge, performance, and skills [ 22 ]. Souders et al [ 23 ] reviewed 24 robotic Sacrocolpopexy cases and identified how any human factor can impact or disrupt surgical flow.…”

Section: Discussionmentioning

confidence: 99%

“…Souders et al [ 23 ] reviewed 24 robotic Sacrocolpopexy cases and identified how any human factor can impact or disrupt surgical flow. Docking and port placement, roles typically assumed by the RBA, accounted for the highest rate of disruptions to surgical flow, (19.2 ± 14.4 flow disruptions per hour), [ 22 ]. Training, (24%), or any interruption caused by lack of skill or knowledge by the RBA, was identified as the factor most responsible for surgical interruptions [ 22 ].…”

Section: Discussionmentioning

confidence: 99%

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Implementation of a standardized robotic assistant surgical training curriculum

et al. 2021

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Since 2000, robotic-assisted surgery has rapidly expanded into almost every surgical sub-specialty. Despite the popularity of robotic surgery across the United States, a national consensus for standardized training and education of robotic surgeons or surgical teams remains absent. In this quality improvement initiative, a novel, stepwise iterative Robotic Assistant Surgical Training (RAST) curriculum was developed to broaden and standardize robotic bedside assistant training. Thirteen voluntary participants, capable of fulfilling the bedside assistant role, were evaluated to determine if RAST enhanced the learner’s self-perceived level of confidence and comfort in their role as bedside assistant. A pre- and post-RAST training survey and a between-stages repeated-measures survey were conducted. All learner participants reported statistically significant increases in confidence and comfort after RAST training, ( p = < 0.001), and between each stage, F (2, 24 = 60.47, p < .001; = 0.834). Participant feedback regarding curriculum improvement was obtained, suggesting the desire for more training and practice, in smaller groups of 2–3 participants. One hundred percent of participants felt RAST was beneficial and that it should be implemented as standardized training during onboarding for all robotic bedside assistants. Thus, a standardized, stepwise iterative robotic bedside assistant curriculum increases learner preparedness, comfort, and confidence, safely away from the patient bedside. Supplementary Information The online version contains supplementary material available at 10.1007/s11701-021-01291-8.

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Section: Discussionmentioning

confidence: 99%