Self-debriefing Model Based on an Integrated Video-Capture System: An Efficient Solution to Skill Degradation

Yang, Kehu; Hubert, Jacques; Luo, Bin; Huan, Wang Xing

doi:10.1016/j.jsurg.2018.08.017

Cited by 13 publications

(5 citation statements)

References 26 publications

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“…Eighteen hundred and fifty-one studies were screened based on title and abstract. A total of 178 full-texts were reviewed, resulting in the inclusion of 33 studies comprising 927 residents [ [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] , [47] , [48] , [49] , [50] , [51] , [52] , [53] , [54] , [55] , [56] , [57] , [58] , [59] , [60] , [61] ]. .…”

Section: Resultsmentioning

confidence: 99%

Which, how, and what? Using digital tools to train surgical skills; a systematic review and meta-analysis

Feenstra,

van der Storm,

Barsom

et al. 2023

Surgery Open Science

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Section: Resultsmentioning

confidence: 99%

Which, how, and what? Using digital tools to train surgical skills; a systematic review and meta-analysis

Feenstra,

van der Storm,

Barsom

et al. 2023

Surgery Open Science

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“…The intervention group took a significantly longer time completing the task but also significantly outperformed the controls in the final performance ratings, leading the researchers to conclude that video-based coaching is a feasible method of maximizing clinical performance (Kirkpatrick level 3). Kun et al used a video recording system to train residents on 2 simulator tasks in robotic surgery 34 . They randomized the residents into a self-training group (Group A) and a self-coaching group with access to an additional integrated video footage (Group B).…”

Section: Resultsmentioning

confidence: 99%

“…Kun et al used a video recording system to train residents on 2 simulator tasks in robotic surgery. 34 They randomized the residents into a self-training group (Group A) and a self-coaching group with access to an additional integrated video footage (Group B). The training was divided into four 2-hour sessions with a 72-hour delay between 2 sessions.…”

Section: Cognitive Elements and Curriculum Domainmentioning

confidence: 99%

Evidence-based Guidelines on the Use of Virtual Surgical Education Pertaining to the Domains of Cognition and Curriculum, Psychomotor Skills Training, and Faculty Development and Mentorship

et al. 2021

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Objective:To identify, categorize, and evaluate the quality of literature, and to provide evidence-based guidelines on virtual surgical education within the cognitive and curricula, psychomotor, and faculty development and mentorship domains.Summary of Background Data:During the coronavirus disease 2019 pandemic, utilizing virtual learning modalities is expanding rapidly. Although the innovative methods must be considered to bridge the surgical education gap, a framework is needed to avoid expansion of virtual education without proper supporting evidence in some areas.Methods:The Association for Surgical Education formed an ad-hoc research group to evaluate the quality and methodology of the current literature on virtual education and to build evidence-based guidelines by utilizing the SiGN methodology. We identified patient/problem–intervention–comparison–outcome-style questions, conducted systematic literature reviews using PubMed, EMBASE, and Education Resources information Center databases. Then we formulated evidence-based recommendations, assessed the quality of evidence using Grading of Recommendations, Assessment, Development, and Evaluation, Newcastle-Ottawa Scale for Education, and Kirkpatrick ratings, and conducted Delphi consensus to validate the recommendations.Results:Eleven patient/problem–intervention–comparison–outcome-style questions were designed by the expert committees. After screening 4723 articles by the review committee, 241 articles met inclusion criteria for full article reviews, and 166 studies were included and categorized into 3 domains: cognition and curricula (n = 92), psychomotor, (n = 119), and faculty development and mentorship (n = 119). Sixteen evidence-based recommendations were formulated and validated by an external expert panel.Conclusion:The evidence-based guidelines developed using SiGN methodology, provide a set of recommendations for surgical training societies, training programs, and educators on utilizing virtual surgical education and highlights the area of needs for further investigation.

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“…Shim et al (2018) show no significant difference between subjects with expert proctoring and those who viewed an educational video only in achieving skill acquisition, but both groups yielded significant improvement compared to those with independent training. Kun et al (2019) show that using an integrated video recording system makes the selfmanipulated protocol with its own smartphone feasible to improve training efficiency and overcome skill decay during robotic surgical training.…”

Section: Robotic Education and Healthmentioning

confidence: 99%

A scoping review on the relationship between robotics in educational contexts and e-health

Sannicandro

Santis²,

Bellini³

et al. 2022

Front. Educ.

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In recent years, due to technological advancement, research has been directed to the development and analysis of resources and tools related to educational robotics with particular attention to the field of special needs and training actions aimed at learners, teachers, professionals, and families. The use of robotics in all levels of education can support the development of logical and computational thinking, interaction, communication, and socialization, and the acquisition of particularly complex work practices, for example, in the medical field. The adoption of successful educational robotics training practices can be a potential tool to support rehabilitation interventions for disabilities and comprehensive training for students or future professionals in healthcare. A scoping review was conducted on the main topics “education” AND “robotics” with three specific focuses on complementary themes in educational research about ER: (1) teaching and computational thinking, (2) training in the health sector, and (3) education and special needs. The authors systematically searched two online databases, Scopus and Web of Science, up to April 2022. A total of 164 articles were evaluated, and 59 articles were analyzed, in a particular way N = 33 related to computational thinking, N = 15 related to e-health, and N = 11 related to special needs. The following four questions guided our research: (1) What are the educational and experimental experiences conducted through robotics in transdisciplinary fields? (2) What tools and resources are most used in such experiments (educational robotics kit, humanoid robots, telepresence robots etc.)? (3) What are the constitutive elements of the experiments and studies involving robotics and health in educational contexts? and (4) What are those explicitly related to students with special needs? In this study, part of the research project “Robotics and E-health: new Challenges for Education” (RECE) activated at the University of Modena and Reggio Emilia. RECE aims to investigate the training, educational, cognitive, and legal processes induced by the increasing diffusion of educational robotics and telemedicine in clinical and surgical contexts.

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Self-debriefing Model Based on an Integrated Video-Capture System: An Efficient Solution to Skill Degradation

Cited by 13 publications

References 26 publications

Which, how, and what? Using digital tools to train surgical skills; a systematic review and meta-analysis

Which, how, and what? Using digital tools to train surgical skills; a systematic review and meta-analysis

Evidence-based Guidelines on the Use of Virtual Surgical Education Pertaining to the Domains of Cognition and Curriculum, Psychomotor Skills Training, and Faculty Development and Mentorship

A scoping review on the relationship between robotics in educational contexts and e-health

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