Kenneth Kim
University of Alabama at Birmingham
Problem: The most common robotic training curricula in the US currently entails completion of an online module as well as participation in dry lab training with standardized exercises, such as manipulating needles with robotic needle drivers, and cutting along certain paths with the robotic monopolar scissors. This training occurs once a year, at the beginning at the academic year, and typically only lasts anywhere between 30-60 minutes for each resident. Likert scale-based assessments are used to evaluate the residents; assessments are generally limited to amount of time and subjective proficiency in the training task. There are no procedure-specific tasks or training. Though increasing, there is little use of simulation training.
Approach: The approach methods for the described pilot curriculum will be multimodal and primarily based on high-fidelity procedural hysterectomy simulation and dry lab exercises every 3-4 months. Each of these exercises will have one-on-one teaching. As each learner progresses through the curriculum, they will increasingly build upon previous skills and will perform increasingly more advanced simulation and techniques, while minimizing skill decay.
Outcomes: The pilot curriculum was well-received by all trainees. Objectives metrics recorded throughout the year improved nearly universally. The majority of residents (29/32) were able to complete an entire simulated hysterectomy in the allotted 30 minute training session period by the end of the year.
Next Steps: Next steps are being implemented to expand this training program to all surgical specialties that utilize robotic surgery. The pilot curriculum will be tailored to the unique needs of each surgical discipline’s residency training.
