Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a randomised, prospective,...

Area of Science:

• Medical Education
• Surgical Technology
• Virtual Reality Training

Background:

• Robotic surgery training currently lacks standardized, evidence-based curricula.
• Novice surgeons face a steep learning curve in acquiring robotic surgical skills.
• Interactive virtual classroom training (VCT) offers a potential solution for standardized skill acquisition.

Purpose of the Study:

• To evaluate the effectiveness of adjunctive interactive virtual classroom training (VCT) alongside the self-directed Fundamentals of Robotic Surgery (FRS) curriculum.
• To compare the impact of VCT on robotic surgical skills acquisition in novice trainees.

Main Methods:

• Eleven novice surgical trainees were randomly assigned to two groups.
• Group A received FRS curriculum plus VCT in week 2, then only FRS in week 3.
• Group B received only FRS in week 2, then FRS plus VCT in week 3.
• Robotic-objective structured assessment of technical skills (R-OSAT) was used for primary outcome measurement at two time-points.

Main Results:

• Group A showed significantly higher proficiency scores than Group B at time-point 1 (p=0.006).
• Group A's proficiency did not significantly change from time-point 1 to time-point 2.
• Group B demonstrated significant improvement in proficiency after receiving VCT at time-point 2 (p=0.003).

Conclusions:

• Adjunctive virtual classroom training (VCT) is an effective and accessible method for enhancing robotic surgery skills.
• VCT provides interactive, expert-led learning that improves training effectiveness and accessibility for novice surgeons.
• Integrating VCT into self-directed curricula can optimize robotic surgical training outcomes.