scholarly journals Should Robotic Surgery Simulation Be Introduced in the Core Surgical Training Curriculum?

2021 ◽  
Vol 8 ◽  
Author(s):  
Kunal Bhakhri ◽  
K. Harrison-Phipps ◽  
Leanne Harling ◽  
T. Routledge
Keyword(s):  
Robotic Surgery ◽  
Surgical Training ◽  
Evidence Synthesis ◽  
Relevant Literature ◽  
Surgical Skills ◽  
Assessment Tools ◽  
Training Methods ◽  
Training Curriculum ◽  
Surgery Simulation ◽  
Skills Transfer

Introduction: The focus of this research is to qualitatively analyse the literature and address the knowledge gap between robotic surgery simulation (RoSS) and core surgical training curriculum. It will compare the effectiveness and the benefits of using robotic simulators in training as compared to the current standard training methods.Materials and Methods: A qualitative research of literature was carried out with the use of critical analysis formatting to expand the search. The inclusion criteria entailed selecting academic resources that focused on Robotic Surgery Simulation (RoSS) and core surgical curriculum. The Online databases used in the search took into account information retrieval from stakeholders.Evidence Synthesis: In this article, we compiled and scrutinized the available relevant literature comparing performance assessments, surgical skills transfer and assessment tools between robotic surgery simulation (RoSS) and current training platforms in open and minimal access surgery. Data that has been published underpins the authenticity of robotic Surgery Simulation (RoSS), based on a combination of observational evaluation and simulation scores.Conclusion: The introduction of robotic surgery simulation (RoSS) has the potential to bring major improvements in the surgical training curriculum. RoSS platforms are more robust in terms of ensuring rapid surgical skills transfer/ acquisition, assessment is standardized, unbiased and the training covers non-technical skills aspects.

scholarly journals PD58-06 ROBOTIC SURGERY SIMULATION LEAGUE: USING GAMIFICATION TO INCREASE RESIDENT ENGAGEMENT IN SURGICAL TRAINING

2021 ◽  
Vol 206 (Supplement 3) ◽  
Author(s):  
George W. Moran ◽  
Ezra J. Margolin ◽  
Connie N. Wang ◽  
G. Joel DeCastro
Keyword(s):  
Robotic Surgery ◽  
Surgical Training ◽  
Surgery Simulation

scholarly journals Evaluating the Efficacy of Microsurgical Training Methods in Ophthalmology Education: A Systematic Review and Meta-analysis

2021 ◽  
Vol 13 (02) ◽  
pp. e216-e227
Author(s):  
Geoffrey Nguyen ◽  
Jamie Palmer ◽  
Emilie Ludeman ◽  
Moran R. Levin ◽  
Ramya Swamy ◽  
...  
Keyword(s):  
Systematic Review ◽  
Teaching Method ◽  
Data Extraction ◽  
Meta Analysis ◽  
Relevant Literature ◽  
Performance Outcomes ◽  
Surgical Skills ◽  
Training Methods ◽  
Success Rates ◽  
Eligibility Criteria

Abstract Objective The objective of our paper is to review all of the relevant literature in ophthalmology microsurgical education and identify which teaching methodologies were most effective. Methods A systematic review and meta-analysis of the literature was conducted. Electronic databases, including Ovid MEDLINE, Cochrane CENTRAL, and EMBASE, were searched with preset terms. The search was through December 11, 2019. Eligibility criteria included studies with sufficient data for analyzing associations between surgical teaching techniques and success rates in surgical skills and the organization of the intervention as a microsurgical skills course, curriculum, or program. The articles were independently reviewed by two authors. Each included study was evaluated for quality using the Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) approach and risk of bias using the Cochrane Collaboration's tool for assessing bias. Data Extraction and Synthesis Data extraction was performed by two reviewers and disagreements were checked by a third reviewer. A random-effects analysis was used to pool the outcomes of studies. Main Outcomes and Measures Outcomes included time for completion of surgical task, level of preparedness, competency score, and number of surgeries with complications. Results A total of 439 studies were reviewed and 13 studies (n = 8,790 surgical cases; n = 115 trainees) were included in the meta-analysis. Excluded articles studied cataract simulation training as the primary intervention or were not related to ophthalmology. All pooled results demonstrated a positive association with surgical outcomes; however, video-based education (standardized mean difference [SMD] = 2.49 [95% confidence interval (CI): 0.36–4.63]; four effects [four studies]; n = 69; I 2 = 90%) and stepwise teaching method (odds ratio [OR = 3.84 [95% CI: 2.66–5.55]; six effects [six studies]; n = 6,968; I 2 = 39%) interventions were the most favorable. Conclusion and Relevance The following five interventions evaluated in this paper were found to be effective methods of improving performance outcomes in ophthalmic microsurgery: (1) didactic lectures, (2) video-based education, (3) surgical wet-laboratory, (4) stepwise method, and (5) direct supervision and feedback. Our meta-analysis concludes that video-based education and stepwise teaching interventions are the most effective methods for a microsurgical ophthalmology training curriculum. Combining the strengths of the interventions analyzed in this study should be considered when implementing and adjusting ophthalmic surgical skills curriculums.

scholarly journals Riding the waves: the ongoing impact of COVID-19 on a national surgical training cohort

2021 ◽  
Author(s):  
Orla Hennessy ◽  
Amy Lee Fowler ◽  
Conor Hennessy ◽  
David Brinkman ◽  
Aisling Hogan ◽  
...  
Keyword(s):  
Surgical Training ◽  
World Health Organisation ◽  
World Health ◽  
Training Methods ◽  
Viral Spread ◽  
Surgical Services ◽  
Global Pandemic ◽  
Surgical Trainees ◽  
Secondary Survey ◽  
The Impact

Abstract Background The World Health Organisation declared a global pandemic on the 11 March 2020 resulting in implementation of methods to contain viral spread, including curtailment of all elective and non-emergent interventions. Many institutions have experienced changes in rostering practices and redeployment of trainees to non-surgical services. Examinations, study days, courses, and conferences have been cancelled. These changes have the potential to significantly impact the education and training of surgical trainees. Aim To investigate the impact of the COVID-19 pandemic on training, educational, and operative experiences of Irish surgical trainees. Methods Surgical trainees were surveyed anonymously regarding changes in working and educational practices since the declaration of the COVID-19 pandemic on 11 March 2020. The survey was circulated in May 2020 to both core and higher RCSI surgical trainees, when restrictions were at level five. Questions included previous and current access to operative sessions as well as operative cases, previous and current educational activities, access to senior-led training, and access to simulation-/practical-based training methods. A repeat survey was carried out in October 2020 when restrictions were at level two. Results Overall, primary and secondary survey response rates were 29% (n = 98/340) and 19.1% (n = 65/340), respectively. At the time of circulation of the second survey, the number of operative sessions attended and cases performed had significantly improved to numbers experienced pre-pandemic (p < 0.0001). Exposure to formal teaching and education sessions returned to pre-COVID levels (p < 0.0001). Initially, 23% of trainees had an examination cancelled; 53% of these trainees have subsequently sat these examinations. Of note 27.7% had courses cancelled, and 97% of these had not been rescheduled. Conclusion Surgical training and education have been significantly impacted in light of COVID-19. This is likely to continue to fluctuate in line with subsequent waves. Significant efforts have to be made to enable trainees to meet educational and operative targets.

scholarly journals 934 Remote one-to-one virtual surgical skills training: Evolving the delivery of operative skills training in the UK

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
Christian Asher ◽  
Ibrahim Ibrahim ◽  
Eyfrossini Katsarma
Keyword(s):  
Surgical Training ◽  
Wound Closure ◽  
Cost Effective ◽  
Skills Training ◽  
Training Programme ◽  
Surgical Skills ◽  
Wound Closure Techniques ◽  
Surgical Skills Training ◽  
Speciality Training ◽  
One To One

Abstract Introduction COVID-19 has had an unprecedented effect on surgical training, including prerequisite entry-level courses to speciality training. We describe the implementation of a virtual, one-to-one training programme aimed at the acquisition and retention of operative skills. Methods Enrolment commenced 8th May 2020 for wound closure techniques or an extended programme including tendon repairs, delivered by Specialist Registrars in Plastic Surgery using Zoom® (v. 5.0.5) via mobile device. Participant feedback was collected retrospectively using a 5-point scale following course completion. Results 5 participants completed the wound closure programme, and 3 the extended programme, over an average of 5 weeks, with 2 sessions per week. 5 participants were male, 3 female and were of the following grades: 2 CT2, 4 FY2, 1 FY1 and 1 medical student. A total of 103.5 hours of training was recorded to 7 September 2020. Participants reported that all virtual skills taught were readily transferable to the theatre environment. Following the course, all participants felt confident to complete the skills learnt independently, rating the course as excellent. Conclusions The COVID-19 crisis has placed insurmountable obstacles in the face of surgical training. With further validation, we aim to develop surgical skills training with virtual, easily reproducible, cost-effective, trainee centred programmes.

Multisensory balance training for unsteady elderly people: A scoping review

2021 ◽  
pp. 1-9
Author(s):  
In-Gyu Yoo ◽  
Ji-Hye Do
Keyword(s):  
User Satisfaction ◽  
Web Of Science ◽  
Relevant Literature ◽  
Balance Training ◽  
The Elderly ◽  
Control Group ◽  
Training Methods ◽  
Multisensory Stimulation ◽  
Multisensory Training ◽  
Risk Of Falls

BACKGROUND: Posture control involves complex reactions of dynamic and static movements, and various sensory inputs. There is evidence that exercise using multisensory stimulation is moderately effective in improving the balance of the elderly. OBJECTIVE: The main purpose of this paper was to examine the existing literature to validate the effectiveness and applicability of multisensory stimulation training. METHODS: All relevant literature published as of June 1, 2020 in four prominent databases was searched (Embase, PubMed, PsycINFO, and Web of science) using the five-stage review framework proposed by Arksey and O’Malley. RESULTS: Multisensory stimulation training was more effective when vestibular and somatosensory were combined with visual stimuli, and differences in effectiveness compared to the effectiveness of existing treatments were confirmed. However, most of the reviewed papers are compared to simple strength training, and studies that compare the effects of multisensory stimulation training by setting a control group are still lacking. CONCLUSION: Further research is required to further elucidate the training conditions and treatment environment for multisensory training for the elderly at risk of falls and to provide strategies to improve treatment methods. In addition, a study that can evaluate user satisfaction in a way that best shows the treatment effect using qualitative research methods will be needed.

751 Multi-institutional validation of the ERUS robotic surgery training curriculum

2014 ◽  
Vol 13 (1) ◽  
pp. e751-e751a ◽  
Author(s):  
A. Volpe ◽  
K. Ahmed ◽  
P. Dasgupta ◽  
V. Ficarra ◽  
H. Van Der Poel ◽  
...  
Keyword(s):  
Robotic Surgery ◽  
Training Curriculum ◽  
Surgery Training ◽  
Robotic Surgery Training

Development and Implementation of a Robotic Surgery Training Curriculum

2021 ◽  
Vol 28 (11) ◽  
pp. S98
Author(s):  
M. Aioub ◽  
T. Gee ◽  
O. Mutter ◽  
K. Harmon ◽  
A. Abdo ◽  
...  
Keyword(s):  
Robotic Surgery ◽  
Training Curriculum ◽  
Surgery Training ◽  
Robotic Surgery Training

scholarly journals Establishing a surgical skills laboratory and dissection curriculum for neurosurgical residency training

2015 ◽  
Vol 123 (5) ◽  
pp. 1331-1338 ◽  
Author(s):  
James K. C. Liu ◽  
Varun R. Kshettry ◽  
Pablo F. Recinos ◽  
Kambiz Kamian ◽  
Richard P. Schlenk ◽  
...  
Keyword(s):  
Surgical Training ◽  
Training Programs ◽  
Core Competencies ◽  
Technical Skills ◽  
Surgical Skills ◽  
Training Experience ◽  
Surgical Trainees ◽  
Modern Health Care ◽  
External Pressures ◽  
Skills Laboratory

Surgical education has been forced to evolve from the principles of its initial inception, in part due to external pressures brought about through changes in modern health care. Despite these pressures that can limit the surgical training experience, training programs are being held to higher standards of education to demonstrate and document trainee competency through core competencies and milestones. One of the methods used to augment the surgical training experience and to demonstrate trainee proficiency in technical skills is through a surgical skills laboratory. The authors have established a surgical skills laboratory by acquiring equipment and funding from nondepartmental resources, through institutional and private educational grants, along with product donations from industry. A separate educational curriculum for junior- and senior-level residents was devised and incorporated into the neurosurgical residency curriculum. The initial dissection curriculum focused on cranial approaches, with spine and peripheral nerve approaches added in subsequent years. The dissections were scheduled to maximize the use of cadaveric specimens, experimenting with techniques to best preserve the tissue for repeated uses. A survey of residents who participated in at least 1 year of the curriculum indicated that participation in the surgical skills laboratory translated into improved understanding of anatomical relationships and the development of technical skills that can be applied in the operating room. In addition to supplementing the technical training of surgical residents, a surgical skills laboratory with a dissection curriculum may be able to help provide uniformity of education across different neurosurgical training programs, as well as provide a tool to assess the progression of skills in surgical trainees.

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