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Related Concept Videos

Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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A resident robotic curriculum utilizing self-selection and a web-based feedback tool.

Amanda L Merriman1, Megan E Tarr2, Kevin R Kasten3

  • 1Division of Urogynecology and Pelvic Surgery, Department of Obstetrics and Gynecology, Atrium Health, Charlotte, NC, USA. Amanda.merriman@atriumhealth.org.

Journal of Robotic Surgery
|June 13, 2022
PubMed
Summary
This summary is machine-generated.

This study introduces a two-phase robotic surgery curriculum for obstetrics and gynecology residents. The program, using a web-based tool, successfully prepared residents for robotic surgery, with high satisfaction rates from both residents and attendings.

Keywords:
EducationFeedbackResidentRobotic surgerySimulation

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Area of Science:

  • Medical Education
  • Surgical Training
  • Robotic Surgery

Background:

  • Robotic surgery is increasingly important in obstetrics and gynecology.
  • Standardized training is crucial for resident proficiency in robotic procedures.
  • A structured curriculum is needed to facilitate advanced robotic surgical skills development.

Purpose of the Study:

  • To describe a two-phase robotic surgery curriculum for obstetrics and gynecology residents.
  • To evaluate the effectiveness of a web-based feedback and case-tracking tool in facilitating training.
  • To assess resident and attending satisfaction with the implemented curriculum.

Main Methods:

  • A two-phase curriculum was implemented: Phase I (basic, required) and Phase II (advanced, elective).
  • Training included online modules, simulation drills to proficiency, and bedside assistant experience.
  • A web-based tool tracked cases and provided surgical feedback, alongside objective and subjective assessments.
  • Data from July 2018 to June 2019, including assessments and satisfaction surveys, were analyzed.

Main Results:

  • 24 residents completed Phase I, and 10 completed Phase II.
  • Residents required a median of 4.1 hours and 10 attempts to achieve simulation proficiency.
  • Post-curriculum, 100% of surveyed attendings felt residents were prepared for live surgical training, compared to 17% previously.
  • High satisfaction (95%) and recommendation for continued use (90%) were reported by residents and attendings.

Conclusions:

  • The two-phase robotic curriculum effectively prepares obstetrics and gynecology residents for robotic surgery.
  • The web-based tool enhances feedback and case-tracking, supporting graduated training.
  • The curriculum model successfully addresses challenges in robotic surgical education and is well-received by participants.