Wong Elyssa Y, Knudsen J Everett, Ma Runzhuo, Chu Timothy N, Lo Eric, Cen Steven, Hung Andrew J
Deparement of Urology, UT Southwestern Medical Center, Dallas, TX.
Keck School of Medicine, University of Southern California, Los Angeles, CA.
Curr Probl Surg. 2025 Jan;62:101666. doi: 10.1016/j.cpsurg.2024.101666. Epub 2024 Nov 10.
: Surgical training is a constant exchange between trainers and trainees, and intraoperative surgical feedback is an integral part of learning. New technologies in robotic surgery allow for the delivery of visual aid and verbal feedback intraoperatively, but it has not yet been determined if feedback type affects the trainee learning process.
: 49 novice participants were recruited and randomized into four feedback groups: , , of verbal/visual, and no feedback (). Participants completed a suturing task three times (pre-test, feedback, post-test). Suturing videos were retrospectively graded utilizing a standard rubric, and performance scores were compared across feedback groups utilizing hierarchical modeling.
: Each group had similar pre-test performance (p>0.05). Comparison between pre-test and post-test performance revealed statistically significant improvements in performance across feedback groups for and , but did not improve (interaction test: p<0.001). and demonstrated significant improvement in as compared to (p=0.004 and p=0.002). During the feedback round, received statistically significantly less feedback as compared to and before consistently utilizing the correct technique for (p<0.001, p=0.013). also received statistically significantly less feedback as compared to for (p=0.006). Finally, participants in and required significantly less on the delivered feedback compared to those in (p=0.004, p=0.001).
: Real-time surgical feedback—regardless of type—allows for marked improvement in correct technique. Additionally, a combination of both visual and verbal feedback may help surgical trainees learn more efficiently than verbal or visual feedback alone.
手术培训是培训者与受训者之间持续不断的交流，术中手术反馈是学习过程中不可或缺的一部分。机器人手术中的新技术能够在术中提供视觉辅助和言语反馈，但反馈类型是否会影响受训者的学习过程尚未确定。
招募了49名新手参与者，并将其随机分为四个反馈组：言语/视觉组、仅言语组、仅视觉组和无反馈组。参与者完成了三次缝合任务（预测试、反馈、后测试）。利用标准评分标准对缝合视频进行回顾性评分，并使用分层模型比较各反馈组的表现分数。
每组的预测试表现相似（p>0.05）。预测试与后测试表现的比较显示，言语/视觉组和仅言语组在各反馈组中的表现有统计学上的显著改善，但仅视觉组没有改善（交互测试：p<0.001）。与无反馈组相比，言语/视觉组和仅言语组在正确技术使用方面有显著改善（p=0.004和p=0.002）。在反馈环节中，仅视觉组在持续正确使用技术之前，与言语/视觉组和仅言语组相比，收到的反馈在统计学上显著更少（p<0.001，p=0.013）。仅视觉组在正确技术使用方面与仅言语组相比，收到的反馈在统计学上也显著更少（p=0.006）。最后，与无反馈组的参与者相比，言语/视觉组和仅言语组的参与者对所提供反馈的依赖显著更少（p=0.004，p=0.001）。
实时手术反馈——无论类型如何——都能使正确技术有显著提高。此外，视觉和言语反馈相结合可能比单独的言语或视觉反馈更有助于手术受训者更有效地学习。
