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.
| 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 |
|
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