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Título

INSTRUCTIONAL LEARNING IN ROBOTIC SURGERY: COMPETENCY-BASED CURRICULUM IN A PROBLEM-SOLVING FRAMEWORK

Resumo

Introduction: Robot-assisted surgeries (RAS) have grown exponentially in recent years and several training programs have been developed. However, there is a lack of criteria well-structured training curriculum in RAS.
Objective: To develop a structured competency-based training curriculum for robotic assisted surgery by reviewing the literature on RAS training.
Methods: In January 2021 a literature search was conducted on PubMed database in adherence to PRISMA standards using the query (Robotic Surgery OR Robot-Assisted Surgery) AND (Curriculum OR Simulation OR Training OR Education[Mesh] OR Learning[Mesh] OR Teaching[Mesh]) AND (Clinical Competence[Mesh] OR Professional Competence[Mesh] OR Social Skills[Mesh]) AND (Instruction OR Instructional OR Models, Educational[Mesh]). Additional studies were identified by manually searching “similar articles” and reference lists of the studies found through database search. Moreover, content posted on internet and abstract presentations published considered larger curriculum programs by the authors were also used. A total of 190 studies were identified, of which 17 were included in the final analysis. The training modalities and curriculum designs of each study were analyzed and the Competency-Based Robot-Assisted Surgery Instructional Learning (COBRASIL) curriculum was developed in the 5W2H organizational tool.
Results: Training modalities were subcategorized in e-learning, theoretical training, live case observation, virtual reality simulator, skills-laboratory (dry and wet lab), proctoring and assessment. Curriculum designs were subcategorized in knowledge-based training, skill-based simulation training, team-based training, modular-based training and proficiency‑based training. The COBRASIL curriculum combined all these training modalities and curriculum designs into a single structured curriculum. The structuring of this curriculum was problem-centered and involved five steps to promote learning: (1) learners should be engaged to solving real-world problems; (2) existing knowledge should be activated as a foundation for new knowledge; (3) new knowledge should be demonstrated to the learner; (4) new knowledge should be applied by the learner; (5) new knowledge should be integrated into the learner’s world.
Conclusions: The COBRASIL was planned as a structured competency-based curriculum that can be used in multiple different clinical and technological contexts in robotic surgery.

Palavras Chave ( separado por ; )

Robotic surgery; Curriculum; Simulation training; Education; Clinical competence.