Development and evaluation of a societal core robotic surgery accreditation curriculum for the UK

Standardised proficiency-based progression is the cornerstone of safe robotic skills acquisition, however, is currently lacking within surgical training curricula. Expert consensuses have defined a modular pathway to accredit surgeons. This study aimed to address the lack of a formal, pre-clinical c...

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Bibliographic Details
Published in:Journal of robotic surgery 2024-08, Vol.18 (1), p.305, Article 305
Main Authors: Boal, Matthew W. E., Afzal, Asma, Gorard, Jack, Shah, Aishwarya, Tesfai, Freweini, Ghamrawi, Walaa, Tutton, Matthew, Ahmad, Jawad, Selvasekar, Chelliah, Khan, Jim, Francis, Nader K.
Format: Article
Language:English
Subjects:
Accreditation
Accreditation - standards
Automation
Clinical Competence - standards
Communication
Curricula
Curriculum
Curriculum development
Cysts
Error analysis
Feedback
Female
Gears
Humans
Male
Medicine
Medicine & Public Health
Minimally Invasive Surgery
Performance evaluation
Performance measurement
Reliability analysis
Reproducibility of Results
Robotic surgery
Robotic Surgical Procedures - education
Robotic Surgical Procedures - standards
Skills
Statistical methods
Surgeons
Surgery
Training
Trouble shooting
United Kingdom
Urology
Validity
Virtual reality
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Summary:Standardised proficiency-based progression is the cornerstone of safe robotic skills acquisition, however, is currently lacking within surgical training curricula. Expert consensuses have defined a modular pathway to accredit surgeons. This study aimed to address the lack of a formal, pre-clinical core robotic skills, proficiency-based accreditation curriculum in the UK. Novice robotic participants underwent a four-day pre-clinical core robotic skills curriculum incorporating multimodal assessment. Modifiable-Global Evaluative Assessment of Robotic Skills (M-GEARS), VR-automated performance metrics (APMs) and Objective Clinical Human Reliability Analysis (OCHRA) error methodology assessed performance at the beginning and end of training. Messick’s validity concept and a curriculum evaluation model were utilised. Feedback was collated. Proficiency-based progression, benchmarking, tool validity and reliability was assessed through comparative and correlational statistical methods. Forty-seven participants were recruited. Objective assessment of VR and dry models across M-GEARS, APMs and OCHRA demonstrated significant improvements in technical skill ( p  
ISSN:1863-2491
1863-2483
1863-2491
DOI:10.1007/s11701-024-02062-x