Proctoring as advanced surgical learning: the proctor's perspective in robotic surgery

Area of Science:

• Surgical Education
• Medical Training
• Robotic Surgery

Background:

• Robotic proctoring is established as a safety and training tool for surgeons learning robotic platforms.
• The educational benefits for adopting surgeons are well-documented across specialties.
• The impact of proctoring on the proctor's own learning has been significantly underexplored.

Purpose of the Study:

• To examine robotic proctoring from the proctor's perspective.
• To highlight proctoring as a unique professional privilege and advanced learning opportunity for experienced surgeons.
• To explore the bidirectional educational exchange inherent in the proctoring dynamic.

Main Methods:

• Perspective piece analyzing robotic proctoring through the lens of educational theory.
• Comparative analysis of robotic surgery training with historical laparoscopic training.
• Discussion of the role of centralized training ecosystems and mandated proctoring.

Main Results:

• Robotic proctoring provides unparalleled access to collective surgical experience and diverse operative styles.
• Proctoring facilitates comparative learning across institutions, enhancing understanding of intraoperative judgment and system-level factors.
• The protégé effect and principles of surgical coaching support the concept of bidirectional learning in proctoring.

Conclusions:

• Proctoring is a powerful form of advanced surgical learning for the proctor, not just the protégé.
• Structured proctoring, facilitated by robotics training ecosystems, creates significant opportunities for mutual educational growth.
• Sustaining proctoring requires institutional support, faculty development, and fair compensation to ensure its role in professional development.