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You are here: Home / Abstracts / Assessment of Current Robotic Surgical Training Curricula

Assessment of Current Robotic Surgical Training Curricula

Jorge G Zarate Rodriguez, MD, William D Gerull, Michael M Awad, MD, PhD. Washington University in St Louis School of Medicine

Introduction: With the proliferation of robotic-assisted laparoscopic surgery (RALS), training programs have had to adapt to incorporate RALS-specific training. Without standardized curricula for RALS, we hypothesized the curricula on PubMed would vary in terms of their application of curriculum development pedagogy and in their applicability to the clinical realm.

Methods: Pubmed was queried using relevant MeSH terms and the terms “robotic surgery” and “curricul*.” The results were reviewed for relevance, and scored by 2 independent reviewers for evidence of a modified Kern’s six-step model for curriculum development (Table 1), and were assigned a level based on Kirkpatrick’s model of educational outcomes (Table 2).

Results: 228 of the 306 results returned by the query were discarded based on exclusion criteria. The remaining 78 were pared down to 44 based on relevance. All of the curricula accomplished at least 2 of the 7 modified Kern steps, most (47.7%) accomplished 4 of 7, and only one accomplished all 7 steps. Most articles (70.5%) showed data that exhibited learner acquisition of knowledge and skills (Kirkpatrick level 2b). Two (4.6%) articles presented evidence of organizational changes or patient benefits, achieving the highest Kirkpatrick levels, and two did not include any outcomes data.

Conclusion: Surgical training programs will need to adapt to ensure trainees develop the necessary skills to perform RALS. There is significant variation amongst published curricula in terms of the robustness of the educational experiences. Additionally, very few programs evaluate the effects of their curricula in a clinically-relevant manner.

Table 1
Kern step Description
1

Generalized needs assessment

2

Targeted needs assessment

3

Goals and objectives

4

Educational strategies

5 Implementation
6a

Learner evaluation and feedback

6b

Curriculum evaluation and feedback

 

Table 2

Kirkpatrick level

Description
1 Learner feedback
2a

Changes in attitudes/perceptions

2b

Acquisition of knowledge/skills

3

Changes in behavior

4a

Changes in organizational practice

4b

Benefits to patient


Presented at the SAGES 2017 Annual Meeting in Houston, TX.

Abstract ID: 95802

Program Number: P660

Presentation Session: Poster Session (Non CME)

Presentation Type: Poster

View this Poster

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