Perceptions And Barriers To Robotic Simulator Training During Surgical Residency
Carlos O. Encarnacion, Shelby J. Stewart, Gavin L. Henry, Shamus R. Carr.
University of Maryland, Baltimore, MD, USA.
Background: Advancements in technology have required changes in the paradigm of surgical education. Surgical simulation was instituted to shorten the learning curve and provide trainees with a safe method to hone skills prior to direct patient care. As adult learners, surgical trainees must take an active role in their education. We sought to understand the effect of a self-directed robotic training curriculum on residents’ skills and ability to function as adult learners. We also explored the correlation of a trainees long-term goals and their interest in obtaining robotic training. Understanding resident perception is integral to translating robotic simulator training into gaining skills necessary for successful translation to clinical patient care. Methods: A robotic simulator is available to residents for self-directed learning. A survey was designed to evaluate surgical trainees perception of integration of robotic simulation training into their current educational curriculum. The survey consisted of questions to evaluate their perception of current training to acquire skills and likelihood of robotic surgery in their practice after graduation from residency. Participants were general surgery and integrated cardiothoracic surgery residents from a single academic center. Results: Thirty-seven (74%) surgical residents submitted questionnaires. Most surgical residents were interested in robotic training (86%, n=32). Surprisingly only 33% continued to use the robotic simulator after initial orientation. The most common times of usage were during work hours and during mandatory skills time. 69% (n=25) of residents believe that robotics will have a role in their career after completing their residency. Residents would prefer standardized didactics with hands on time (63%) under the supervision of an attending surgeon over self-directed learning (37%) done during their mandatory weekly work hours. Despite this, a majority of residents (63%) feel that robotic simulation should be a mandatory part of training. Conclusions: Surgical trainees are keen to adapt robotic simulation into their educational goals and a majority of them feel that robotics will be part of their eventual practice after graduation. Despite being adult learners, most requested protected time during normal work hours to gain these skills, which they believe will be able to translate to eventual clinical patient care.
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