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A robotic teaching session: separating tool from technique to emphasize a cognitive focused teaching environment.

Courtney A Green1, Patricia S O'Sullivan2,3, Hueylan Chern2

  • 1Department of Surgery, University of California, San Francisco, 513 Parnassus Avenue, S-321, San Francisco, CA, 94143-0470, USA. Courtney.Green@ucsf.edu.

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This summary is machine-generated.

This study introduces a new robotic surgery curriculum that teaches surgeons to troubleshoot tool collisions without haptic feedback. The training improved knowledge and confidence in managing unexpected robotic events during procedures.

Keywords:
Integrating robotic technologyResident trainingRobotic surgerySurgical education

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Area of Science:

  • Surgical Education
  • Robotic Surgery Simulation
  • Medical Training Curriculum Development

Background:

  • Current robotic surgery curricula often lack simulation of physical tool collisions, a critical aspect of actual operative procedures.
  • Surgeons performing robotic surgery lack haptic feedback, making it challenging to anticipate and manage unexpected collisions.
  • Robotic tool collisions are a frequent occurrence in surgery but are rarely addressed in standard training programs.

Purpose of the Study:

  • To design and evaluate an innovative curriculum addressing the cognitive aspects and troubleshooting of robotic collisions.
  • To adapt an existing robotic surgery curriculum to incorporate training on managing robotic tool collisions.
  • To provide surgical trainees with a safe, simulated environment to practice resolving robotic collisions.

Main Methods:

  • A 10-minute didactic presentation was delivered covering finger grips, collision types, and troubleshooting strategies.
  • Surgical residents participated in paired simulation exercises, manipulating the robot to resolve collision scenarios.
  • Post-course surveys were administered to participants and instructors, with a comparative survey for non-participant trainees.

Main Results:

  • All participants demonstrated proficiency in robotic docking and instrument exchange.
  • Post-session knowledge and confidence significantly improved in five key domains compared to pre-session levels (p < 0.05).
  • Trained participants were significantly better at listing and troubleshooting collisions than their non-participant peers (p < 0.05).

Conclusions:

  • The developed curriculum effectively enhances surgical trainees' ability to troubleshoot robotic collisions in a simulated setting.
  • This novel, industry-independent training module addresses a critical gap in current robotic surgery education.
  • The curriculum is easily transferable and offers a valuable opportunity for surgeons to gain experience with collision management.