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Updated: Jun 24, 2026

Emergency Undocking in Robotic Surgery: A Simulation Curriculum
06:48

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

Published on: May 20, 2018

Equipping surgeons as educators.

Heather Fry1

  • 1Centre for Educational Development, Imperial College London, London, UK. h.fry@hefce.ac.uk

ANZ Journal of Surgery
|March 26, 2009
PubMed
Summary
This summary is machine-generated.

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Developing surgeons as educators requires effective training and recognition. Current systems lack mechanisms to reward educational expertise, necessitating the development of structured approaches for faculty development in surgical education.

Area of Science:

  • Medical Education
  • Surgical Training
  • Faculty Development

Background:

  • Growing interest in training surgeons as educators.
  • Perceived lack of effective strategies and evidence for surgical faculty development.
  • Absence of established reward and recognition systems for educational expertise in surgery.

Purpose of the Study:

  • To explore the role of the surgical educator.
  • To summarize evidence on faculty development in medical education.
  • To outline a Master's in Surgical Education and discuss related structural issues.

Main Methods:

  • Meta-analysis of faculty development influences.
  • Overview of Master's level programs in medical education.
  • Analysis of UK approaches to accreditation, reward, and career structures.

Related Experiment Videos

Last Updated: Jun 24, 2026

Emergency Undocking in Robotic Surgery: A Simulation Curriculum
06:48

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

Published on: May 20, 2018

Main Results:

  • Effective medical educator training emphasizes context, experiential learning, and blended theory/practice/reflection.
  • A schema for recognizing educational expertise is proposed.
  • Current mechanisms for rewarding educational expertise in surgeons are generally absent.

Conclusions:

  • Surgical faculty development needs structured curricula, accreditation, and recognition.
  • Developing robust systems to acknowledge and reward educational expertise in surgeons is timely and essential.
  • Further discussion and evidence are needed regarding compulsory versus voluntary training regimes.