Department of Urology and Kidney Transplant, Grande Ospedale Metropolitano, Reggio Calabria, Italy.
School of Medicine, Hofstra Northwell University, New York, USA.
World J Urol. 2021 Jan;39(1):281-287. doi: 10.1007/s00345-020-03161-8. Epub 2020 Mar 21.
Standardization of hands-on training (HoT) has profoundly impacted the educational field in the last decade. To provide quality training sessions on a global scale, the European School of Urology Training group developed a teaching guide for tutors in 2015. Our study aims to understand whether this guide alone can provide information enough to match the performance improvement guaranteed by an expert tutor.
4 randomized groups of participants underwent HoT sessions with different teaching modalities: an expert surgeon (group 1), an expert E-BLUS tutor (group 2), E-BLUS guide alone (group 3), no tutor (group 4). Groups 1 and 2 were respectively provided with two different tutors to avoid biases related to personal tutor ability. Along the training session, each participant could perform five trials on two E-BLUS tasks: Peg transfer and Knot tying. During trials 1 and 5, completion time and number of errors were recorded for analysis with Pi-score algorithm. The average per-group Pi-scores were then compared to measure different performance improvement results.
60 participants from Italy were enrolled and randomized into four groups of 15. Pi-scores recorded on Peg transfer task were 24,6 (group 1), 26,4 (group 2), 42,2 (group 3), 11,7 (group 4). Pi-scores recorded on Knot tying task were 33,2 (group 1), 31,3 (group 2), 37,5 (group 3), 18,6 (group 4).
Compared to a human tutor, standardized teaching with the EBLUS guide may produce similar performance improvement. This evidence opens doors to automated teaching and to several novelties in hands-on training.
在过去十年中，实践培训（HoT）的标准化深刻影响了教育领域。为了在全球范围内提供高质量的培训课程，欧洲泌尿外科学会培训组于 2015 年为导师开发了教学指南。我们的研究旨在了解仅指南是否能提供足够的信息，以达到专家导师保证的绩效提升。
4 组随机参与者接受了不同教学模式的 HoT 课程：一名专家外科医生（第 1 组）、一名专家 E-BLUS 导师（第 2 组）、E-BLUS 指南单独使用（第 3 组）、无导师（第 4 组）。第 1 组和第 2 组分别由两名不同的导师提供，以避免与个人导师能力相关的偏见。在培训过程中，每个参与者都可以在两个 E-BLUS 任务上进行五次试验： peg 转移和打结。在试验 1 和 5 中，记录完成时间和错误数量，并用 Pi 分数算法进行分析。然后比较每组的平均 Pi 分数，以衡量不同的绩效提升结果。
意大利有 60 名参与者被纳入并随机分为 4 组，每组 15 人。peg 转移任务的 Pi 分数分别为 24.6（第 1 组）、26.4（第 2 组）、42.2（第 3 组）、11.7（第 4 组）。打结任务的 Pi 分数分别为 33.2（第 1 组）、31.3（第 2 组）、37.5（第 3 组）、18.6（第 4 组）。
与人类导师相比，使用 EBLUS 指南进行标准化教学可能会产生类似的绩效提升。这一证据为自动化教学和实践培训的多项创新开辟了道路。
