Residents’ Views on the Impact of Robotic Surgery on General Surgery Education

Khalafallah, Youssef M.; Bernaiche, Tyler; Ranson, Stacy; Liu, Chang; Collins, Devon T.; Dort, Jonathan; Hafner, Gordon H.

doi:10.1016/j.jsurg.2020.10.003

Cited by 15 publications

(13 citation statements)

References 10 publications

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“…This makes one of the enablers for health sciences e-learning described in (Regmi & Jones, 2020 ), to become a barrier when using robots. Contrary to what is happening in the field of robotic surgery, where there is a trend towards standardized validated curricula (Forgione & Guraya, 2017 ; Chen et al, 2020a , b ; Khalafallah et al, 2020 ), the use of robots in other health sciences fields seems to be far from standardized. The above-described barriers appear to be some of the causes for this delay.…”

Section: Discussionmentioning

confidence: 92%

“…Taking the above classification into account, pure system – centric robotic education papers (e.g. providing trainees with skills in the use of a particular robotic device as in (Chen et al, 2020a , b ; Khalafallah et al, 2020 )) are out of the scope of this systematic review.…”

Section: Methodsmentioning

confidence: 99%

“…Focusing on employing robots in health sciences education, again most of the work done during the last years has focused in surgeon training in robotic surgery (Collins & Wisz, 2020 ; Forgione & Guraya, 2017 ; Kadakia et al, 2020 ; Khalafallah et al, 2020 ). In this sense, it is common to practice surgery procedures through simulators, as the handling of robotic surgery devices requires additional skills (Azadi et al, 2021 ; Badash et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

More than surgical tools: a systematic review of robots as didactic tools for the education of professionals in health sciences

Marcos-Pablos

García‐Peñalvo

2022

Adv in Health Sci Educ

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Within the field of robots in medical education, most of the work done during the last years has focused on surgeon training in robotic surgery, practicing surgery procedures through simulators. Apart from surgical education, robots have also been widely employed in assistive and rehabilitation procedures, where education has traditionally focused in the patient. Therefore, there has been extensive review bibliography in the field of medical robotics focused on surgical and rehabilitation and assistive robots, but there is a lack of survey papers that explore the potential of robotics in the education of healthcare students and professionals beyond their training in the use of the robotic system. The scope of the current review are works in which robots are used as didactic tools for the education of professionals in health sciences, investigating the enablers and barriers that affect the use of robots as learning facilitators. Systematic literature searches were conducted in WOS and Scopus, yielding a total of 3812 candidate papers. After removing duplicates, inclusion criteria were defined and applied, resulting in 171 papers. An in-depth quality assessment was then performed leading to 26 papers for qualitative synthesis. Results show that robots in health sciences education are still developed with a roboticist mindset, without clearly incorporating aspects of the teaching/learning process. However, they have proven potential to be used in health sciences as they allow to parameterize procedures, autonomously guide learners to achieve greater engagement, or enable collective learning including patients and instructors "in the loop". Although there exist documented added-value benefits, further research and efforts needs to be done to foster the inclusion of robots as didactic tools in the curricula of health sciences professionals. On the one hand, by analyzing how robotic technology should be developed to become more flexible and usable to support both teaching and learning processes in health sciences education, as final users are not necessarily well-versed in how to use it. On the other, there continues to be a need to develop effective and standard robotic enhanced learning evaluation tools, as well good quality studies that describe effective evaluation of robotic enhanced education for professionals in health sciences. As happens with other technologies when applied to the health sciences field, studies often fail to provide sufficient detail to support transferability or direct future robotic health care education programs.

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Section: Discussionmentioning

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

More than surgical tools: a systematic review of robots as didactic tools for the education of professionals in health sciences

Marcos-Pablos

García‐Peñalvo

2022

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…As the use of robotic-assisted surgery continues to grow and with work hour regulations there is a potential risk of trainees having less experience in conventional surgery skills when they are introduced to robotic surgery [32]. Hence, it is likely necessary to teach skills that used to be mastered before learning robotic-assisted surgery alongside specific robotic skills.…”

Section: Discussionmentioning

confidence: 99%

“…In the domain Non-technical skills, five learning goals were identified and only two were rated essential. Non-technical skills often do not receive the same degree of interest and attention as technical skills [32]. Ahmed et al describe the inclusion and importance of non-technical skills when establishing a standardized curriculum for robotic surgeons [33], whereas Ismail et al did not identify any non-technical skills [30].…”

Section: Discussionmentioning

confidence: 99%