428 Artificial Intelligence Training Versus In-person Expert Training in Teaching Simulated Tumor Resection Skills - A Cross-Over Randomized Controlled Trial

Abstract

INTRODUCTION: Neurosurgical simulations equipped with artificial intelligence systems provide an objective quantitative assessment of surgical technical skills and tailored intelligent feedback. These systems allow for repeated practice of complex skills such as subpial brain tumor resection. However, more work is needed to assess the utility of intelligent systems in teaching tumor resection skills, compared to traditional human instruction. METHODS: Twenty-five trainees who are currently enrolled in four Canadian medical schools participated in two training sessions, during which they completed a simulated subpial tumor resection five times. Participants were randomly assigned to two feedback groups: (1) real-time intelligent instruction, and (2) in-person human instruction. They were then assigned to the other feedback group in the second (cross-over) session. A composite-score was given by the intelligent system to assess technical skills during each task. RESULTS: Trainees who received real-time intelligent instruction significantly improved their composite-score in the first and second training sessions (p = .017, p = .005, respectively). Trainees who received in-person human instruction in the first training session had no statistically significant changes in their composite-score from the first to the last task repetition (p = .119). The composite-score decreased significantly in the second training session with in-person human instruction (p = .004). CONCLUSIONS: Real-time intelligent instruction provides an effective way of teaching simulated brain tumor resection skills. Artificial intelligence systems may be a useful addition to current surgical training curricula, providing objective, and tailored assessment and teaching of surgical technical skills in risk-free realistically simulated patient cases. Educators can benefit from these systems to guide their supervision, while trainees can use them for self-guided skill acquisition. Further research may assess the generalizability of these findings to other surgical procedures.