Tarr Megan Elizabeth, Rivard Colleen, Petzel Amy E, Summers Sondra, Mueller Elizabeth R, Rickey Leslie M, Denman Mary A, Harders Regina, Durazo-Arvizu Ramon, Kenton Kimberly
From the *Department of Obstetrics and Gynecology and Urology, Loyola University Chicago, Stritch School of Medicine, Chicago, IL; †Department of Obstetrics and Gynecology, University of Minnesota, Minneapolis, MN; ‡Loyola University Chicago, Stritch School of Medicine, §Department of Obstetrics and Gynecology, Loyola University Chicago, Stritch School of Medicine, Chicago, IL; ∥Department of Urology, University of Maryland School of Medicine, Baltimore, MD; ¶Department of Obstetrics and Gynecology, Oregon Health & Sciences University Medical Center, Portland, OR; and #Department of Preventative Medicine and Epidemiology, Loyola University Chicago, Stritch School of Medicine, Chicago, IL.
Female Pelvic Med Reconstr Surg. 2014 Jul-Aug;20(4):228-36. doi: 10.1097/SPV.0000000000000067.
The goal of this study was to determine if a robotic dry laboratory curriculum for gynecology and urology residents improved their basic robotic skills.
After the institution-specific institutional review board approval or exemption, 165 residents from 8 gynecology and/or urology programs were enrolled. Residents underwent standardized robotic orientation followed by dry laboratory testing on 4 unique robotic tasks. Residents were block randomized by program to unstructured or structured training programs. Regardless of group, residents were expected to practice for 15 minutes twice monthly over 7 months. Errors, time to completion, and objective structured assessment of technical skills global rating scores were recorded for each task before and after the training period. Statistics were calculated using the Student t tests, Pearson correlation, and analysis of variance with STATA systems (version 11.2).
A total of 99 residents completed both the pretraining and posttraining testing. A mean of 4 (range, 0-15) 15-minute training sessions per resident was self-reported. The structured group had faster posttraining times on the transection task, although the unstructured group had higher posttraining scores on the knot-tying task.
Overall, the residents' robotic skills improved after participating in a dry laboratory curriculum; however, robotic availability, duty hour restrictions, and clinical responsibilities limit the curriculum implementation.
本研究的目的是确定针对妇产科和泌尿科住院医师的机器人模拟实验室课程是否能提高他们的基本机器人操作技能。
在获得机构特定的机构审查委员会批准或豁免后，招募了来自8个妇产科和/或泌尿科项目的165名住院医师。住院医师接受标准化的机器人操作培训，然后进行4项独特的机器人任务的模拟实验室测试。住院医师按项目被整群随机分为非结构化或结构化培训项目组。无论分组如何，住院医师预计在7个月内每月两次，每次练习15分钟。在训练期前后，记录每项任务的错误、完成时间以及客观结构化技术技能评估的整体评分。使用学生t检验、皮尔逊相关性分析以及STATA系统（版本11.2）进行方差分析来计算统计数据。
共有99名住院医师完成了训练前和训练后的测试。每位住院医师自我报告平均进行了4次（范围为0 - 15次）15分钟的训练课程。结构化组在横断任务上训练后的完成时间更快，尽管非结构化组在打结任务上训练后的得分更高。
总体而言，住院医师在参加模拟实验室课程后机器人操作技能有所提高；然而，机器人设备的可用性、值班时间限制和临床职责限制了课程的实施。
