Department of Surgery, Oslo University Hospital AHUS, Oslo, Norway.
Norwegian National Centre of Telemedicine, Tromsø, Norway.
Surg Endosc. 2017 Oct;31(10):3836-3846. doi: 10.1007/s00464-017-5690-y. Epub 2017 Jun 27.
Surgical telementoring (ST) was introduced in the sixties, promoting videoconferencing to enhance surgical education across large distances. Widespread use of ST in the surgical community is lacking. Despite numerous surveys assessing ST, there remains a lack of high-level scientific evidence demonstrating its impact on mentorship and surgical education. Despite this, there is an ongoing paradigm shift involving remote presence technologies and their application to skill development and technique dissemination in the international surgical community. Factors facilitating this include improved access to ST technology, including ease of use and data transmission, and affordability. Several international research initiatives have commenced to strengthen the scientific foundation documenting the impact of ST in surgical education and performance.
International experts on ST were invited to the SAGES Project Six Summit in August 2015. Two experts in surgical education prepared relevant questions for discussion and organized the meeting (JP and HH). The questions were open-ended, and the discussion continued until no new item appeared. The transcripts of interviews were recorded by a secretary from SAGES.
In this paper, we present a summary of the work performed by the SAGES Project 6 Education Working Group. We summarize the existing evidence regarding education in ST, identify and detail conceptual educational frameworks that may be used during ST, and present a structured framework for an educational curriculum in ST.
The educational impact and optimal curricular organization of ST programs are largely unexplored. We outline the critical components of a structured ST curriculum, including prerequisites, teaching modalities, and key curricular components. We also detail research strategies critical to its continued evolution as an educational tool, including randomized controlled trials, establishment of a quality registry, qualitative research, learning analytics, and development of a standardized taxonomy.
手术远程指导（ST）于六十年代推出，通过视频会议促进远距离的外科教学。ST 在外科界的广泛应用仍有待提高。尽管有许多调查评估了 ST，但仍然缺乏高水平的科学证据证明其对指导和外科教育的影响。尽管如此，远程存在技术及其在国际外科界的技能发展和技术传播中的应用正在发生持续的范式转变。促进这一转变的因素包括更容易获得 ST 技术，包括易用性和数据传输，以及可负担性。几个国际研究计划已经开始加强科学基础，记录 ST 在外科教育和绩效中的影响。
2015 年 8 月，邀请了 ST 方面的国际专家参加 SAGES 项目六峰会。两位外科教育专家准备了相关问题进行讨论，并组织了会议（JP 和 HH）。问题是开放性的，讨论一直持续到没有新的项目出现。SAGES 的一名秘书记录了访谈的文字记录。
在本文中，我们总结了 SAGES 项目 6 教育工作组的工作。我们总结了关于 ST 教育的现有证据，确定并详细介绍了可能在 ST 期间使用的概念性教育框架，并提出了 ST 教育课程的结构化框架。
ST 计划的教育影响和最佳课程组织在很大程度上尚未得到探索。我们概述了结构化 ST 课程的关键组成部分，包括先决条件、教学模式和关键课程组成部分。我们还详细介绍了继续将其发展为教育工具的关键研究策略，包括随机对照试验、建立质量登记处、定性研究、学习分析和开发标准化分类法。
