Green Courtney A, Chern Hueylan, Rogers Stanley J, Reilly Linda M, O'Sullivan Patricia
From the Division of Trauma, Critical Care and General Surgery, Mayo Clinic Department of Surgery, Rochester, MN.
Department of Surgery, University of California San Francisco, San Francisco, CA.
Ann Surg Open. 2021 Jul 6;2(3):e076. doi: 10.1097/AS9.0000000000000076. eCollection 2021 Sep.
Here, we describe a systematic approach to design, implement, and assess a robotic surgery curriculum for surgical residents. By describing our process, including identifying and addressing institutional challenges, we illustrate successful development of a robust curriculum.
As robotic-assisted surgeries increase, educational challenges have emerged and illustrate an alarming impact on medical training. Robotic curricula are frequently grounded in the industry's educational materials resulting in a variety of existing resident curricula that lack cognitive components and critical evaluation. As such, surgical educators struggle to identify the curricular restructuring needs that likely accompany emerging technologies. It is essential to develop a curricular framework for the surgical education community to approach the ongoing and inevitable integration of new technologies.
Our process parallels the widely accepted approach to curricular development in medical education described by Kern et al. Using this 6-step model, we describe derivation of a curriculum that was data driven, features multimodal educational strategies, and provides documentation methods that allow for continued evaluation and assessment at the individual and departmental level.
This study highlights the systematic process of design, implementation and assessment of a robotic surgery curriculum for surgical residents. Built on a robust national and local needs assessment, and further strengthened by preemptive identification of institutional challenges, this curricular model includes a structured documentation system that allows for ongoing evaluation, assessment, and monitoring of curricular progress.
We illustrate a robustly built curricular structure that can be adopted, adapted, and successfully implemented at other training institutions around the world.
在此，我们描述一种系统方法，用于设计、实施和评估面向外科住院医师的机器人手术课程。通过描述我们的过程，包括识别和应对机构层面的挑战，我们展示了一门完善课程的成功开发过程。
随着机器人辅助手术的增加，教育挑战随之出现，并对医学培训产生了惊人的影响。机器人课程通常以行业教材为基础，导致现有的各种住院医师课程缺乏认知成分和批判性评估。因此，外科教育工作者难以确定可能伴随新技术出现的课程结构调整需求。为外科教育界制定一个课程框架，以应对新技术不断且不可避免的整合至关重要。
我们的过程与克恩等人描述的医学教育中广泛接受的课程开发方法相似。使用这个六步模型，我们描述了一门课程的推导过程，该课程以数据为驱动，具有多模式教育策略，并提供了文档记录方法，以便在个人和部门层面进行持续评估和评价。
本研究突出了面向外科住院医师的机器人手术课程设计、实施和评估的系统过程。基于强大的国家和地方需求评估，并通过对机构挑战的预先识别进一步强化，这个课程模型包括一个结构化的文档系统，允许对课程进展进行持续评估、评价和监测。
我们展示了一个构建完善的课程结构，它可以在世界各地的其他培训机构被采用、改编并成功实施。
