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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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| Published in: | Journal of robotic surgery 2024-08, Vol.18 (1), p.305, Article 305 |
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| container_title | Journal of robotic surgery |
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| creator | 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. |
| description | 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 (
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| doi_str_mv | 10.1007/s11701-024-02062-x |
| format | article |
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p
< 0.001). Concurrent validity between assessment tools demonstrated strong correlation in dry and VR tasks (
r
= 0.64–0.92,
p
< 0.001). OCHRA Inter-rater reliability was excellent (
r
= 0.93,
p
< 0.001 and 81% matched error events). A benchmark was established with M-GEARS and for the curriculum at 80%. Thirty (63.82%) participants passed. Feedback was 5/5 stars on average, with 100% recommendation. Curriculum evaluation fulfilled all five domains of Messick’s validity. Core robotic surgical skills training can be objectively evaluated and benchmarked to provide accreditation in basic robotic skills. A strategy is necessary to enrol standardised curricula into national surgical training at an early stage to ensure patient safety.</description><identifier>ISSN: 1863-2491</identifier><identifier>ISSN: 1863-2483</identifier><identifier>EISSN: 1863-2491</identifier><identifier>DOI: 10.1007/s11701-024-02062-x</identifier><identifier>PMID: 39106003</identifier><language>eng</language><publisher>London: Springer London</publisher><subject>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</subject><ispartof>Journal of robotic surgery, 2024-08, Vol.18 (1), p.305, Article 305</ispartof><rights>Crown 2024</rights><rights>2024. Crown.</rights><rights>Copyright Springer Nature B.V. Dec 2024</rights><rights>Crown 2024 2024</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c312t-44e21c913f415a6ddc453731f74de40435e0cf727cb99afbb57ea19a1d92aa143</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,776,780,881,27901,27902</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/39106003$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Boal, Matthew W. E.</creatorcontrib><creatorcontrib>Afzal, Asma</creatorcontrib><creatorcontrib>Gorard, Jack</creatorcontrib><creatorcontrib>Shah, Aishwarya</creatorcontrib><creatorcontrib>Tesfai, Freweini</creatorcontrib><creatorcontrib>Ghamrawi, Walaa</creatorcontrib><creatorcontrib>Tutton, Matthew</creatorcontrib><creatorcontrib>Ahmad, Jawad</creatorcontrib><creatorcontrib>Selvasekar, Chelliah</creatorcontrib><creatorcontrib>Khan, Jim</creatorcontrib><creatorcontrib>Francis, Nader K.</creatorcontrib><title>Development and evaluation of a societal core robotic surgery accreditation curriculum for the UK</title><title>Journal of robotic surgery</title><addtitle>J Robotic Surg</addtitle><addtitle>J Robot Surg</addtitle><description>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
< 0.001). Concurrent validity between assessment tools demonstrated strong correlation in dry and VR tasks (
r
= 0.64–0.92,
p
< 0.001). OCHRA Inter-rater reliability was excellent (
r
= 0.93,
p
< 0.001 and 81% matched error events). A benchmark was established with M-GEARS and for the curriculum at 80%. Thirty (63.82%) participants passed. Feedback was 5/5 stars on average, with 100% recommendation. Curriculum evaluation fulfilled all five domains of Messick’s validity. Core robotic surgical skills training can be objectively evaluated and benchmarked to provide accreditation in basic robotic skills. A strategy is necessary to enrol standardised curricula into national surgical training at an early stage to ensure patient safety.</description><subject>Accreditation</subject><subject>Accreditation - standards</subject><subject>Automation</subject><subject>Clinical Competence - standards</subject><subject>Communication</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Curriculum development</subject><subject>Cysts</subject><subject>Error analysis</subject><subject>Feedback</subject><subject>Female</subject><subject>Gears</subject><subject>Humans</subject><subject>Male</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Minimally Invasive Surgery</subject><subject>Performance evaluation</subject><subject>Performance measurement</subject><subject>Reliability analysis</subject><subject>Reproducibility of Results</subject><subject>Robotic surgery</subject><subject>Robotic Surgical Procedures - education</subject><subject>Robotic Surgical Procedures - standards</subject><subject>Skills</subject><subject>Statistical methods</subject><subject>Surgeons</subject><subject>Surgery</subject><subject>Training</subject><subject>Trouble shooting</subject><subject>United Kingdom</subject><subject>Urology</subject><subject>Validity</subject><subject>Virtual reality</subject><issn>1863-2491</issn><issn>1863-2483</issn><issn>1863-2491</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp9kUFv1TAQhCNERUvhD3BAlrhwCXhtJ34-IVQoICr10p6tjbNpXSXxw46f2n-P25RSOPRg2dJ-M-vRVNUb4B-Ac_0xAWgONReqHN6K-vpZdQCbVtZCGXj-6L1fvUzpivNGNxJeVPvSAG85lwcVfqEdjWE70bwwnHtGOxwzLj7MLAwMWQrO04IjcyESi6ELi3cs5XhB8Yahc5F6v6wCl2P0Lo95YkOIbLkkdv7zVbU34Jjo9f19WJ0ffz07-l6fnH77cfT5pHYSxFIrRQKcATkoaLDte6caqSUMWvWkuJINcTdooV1nDA5d12hCMAi9EYig5GH1afXd5m6i3pVAEUe7jX7CeGMDevvvZPaX9iLsLIDkUgldHN7fO8TwK1Na7OSTo3HEmUJOVvKNaQq8aQr67j_0KuQ4l3x3VGuUBFkosVIuhpQiDQ-_AW5vK7RrhbZUaO8qtNdF9PZxjgfJn84KIFcgldFcavi7-wnb38GlqPY</recordid><startdate>20240806</startdate><enddate>20240806</enddate><creator>Boal, Matthew W. E.</creator><creator>Afzal, Asma</creator><creator>Gorard, Jack</creator><creator>Shah, Aishwarya</creator><creator>Tesfai, Freweini</creator><creator>Ghamrawi, Walaa</creator><creator>Tutton, Matthew</creator><creator>Ahmad, Jawad</creator><creator>Selvasekar, Chelliah</creator><creator>Khan, Jim</creator><creator>Francis, Nader K.</creator><general>Springer London</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20240806</creationdate><title>Development and evaluation of a societal core robotic surgery accreditation curriculum for the UK</title><author>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.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c312t-44e21c913f415a6ddc453731f74de40435e0cf727cb99afbb57ea19a1d92aa143</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Accreditation</topic><topic>Accreditation - standards</topic><topic>Automation</topic><topic>Clinical Competence - standards</topic><topic>Communication</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Curriculum development</topic><topic>Cysts</topic><topic>Error analysis</topic><topic>Feedback</topic><topic>Female</topic><topic>Gears</topic><topic>Humans</topic><topic>Male</topic><topic>Medicine</topic><topic>Medicine & Public Health</topic><topic>Minimally Invasive Surgery</topic><topic>Performance evaluation</topic><topic>Performance measurement</topic><topic>Reliability analysis</topic><topic>Reproducibility of Results</topic><topic>Robotic surgery</topic><topic>Robotic Surgical Procedures - education</topic><topic>Robotic Surgical Procedures - standards</topic><topic>Skills</topic><topic>Statistical methods</topic><topic>Surgeons</topic><topic>Surgery</topic><topic>Training</topic><topic>Trouble shooting</topic><topic>United Kingdom</topic><topic>Urology</topic><topic>Validity</topic><topic>Virtual reality</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Boal, Matthew W. E.</creatorcontrib><creatorcontrib>Afzal, Asma</creatorcontrib><creatorcontrib>Gorard, Jack</creatorcontrib><creatorcontrib>Shah, Aishwarya</creatorcontrib><creatorcontrib>Tesfai, Freweini</creatorcontrib><creatorcontrib>Ghamrawi, Walaa</creatorcontrib><creatorcontrib>Tutton, Matthew</creatorcontrib><creatorcontrib>Ahmad, Jawad</creatorcontrib><creatorcontrib>Selvasekar, Chelliah</creatorcontrib><creatorcontrib>Khan, Jim</creatorcontrib><creatorcontrib>Francis, Nader K.</creatorcontrib><collection>SpringerOpen</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of robotic surgery</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Boal, Matthew W. E.</au><au>Afzal, Asma</au><au>Gorard, Jack</au><au>Shah, Aishwarya</au><au>Tesfai, Freweini</au><au>Ghamrawi, Walaa</au><au>Tutton, Matthew</au><au>Ahmad, Jawad</au><au>Selvasekar, Chelliah</au><au>Khan, Jim</au><au>Francis, Nader K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Development and evaluation of a societal core robotic surgery accreditation curriculum for the UK</atitle><jtitle>Journal of robotic surgery</jtitle><stitle>J Robotic Surg</stitle><addtitle>J Robot Surg</addtitle><date>2024-08-06</date><risdate>2024</risdate><volume>18</volume><issue>1</issue><spage>305</spage><pages>305-</pages><artnum>305</artnum><issn>1863-2491</issn><issn>1863-2483</issn><eissn>1863-2491</eissn><abstract>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
< 0.001). Concurrent validity between assessment tools demonstrated strong correlation in dry and VR tasks (
r
= 0.64–0.92,
p
< 0.001). OCHRA Inter-rater reliability was excellent (
r
= 0.93,
p
< 0.001 and 81% matched error events). A benchmark was established with M-GEARS and for the curriculum at 80%. Thirty (63.82%) participants passed. Feedback was 5/5 stars on average, with 100% recommendation. Curriculum evaluation fulfilled all five domains of Messick’s validity. Core robotic surgical skills training can be objectively evaluated and benchmarked to provide accreditation in basic robotic skills. A strategy is necessary to enrol standardised curricula into national surgical training at an early stage to ensure patient safety.</abstract><cop>London</cop><pub>Springer London</pub><pmid>39106003</pmid><doi>10.1007/s11701-024-02062-x</doi><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of robotic surgery, 2024-08, Vol.18 (1), p.305, Article 305 |
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| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_11303427 |
| source | Springer Nature |
| 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 |
| title | Development and evaluation of a societal core robotic surgery accreditation curriculum for the UK |
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