Video-Based Curriculum Improves Resident Participation During Robot-Assisted Surgery

Abstract

Introduction: Educational videos allow residents to prepare for a case. We want to determine if a video-based curriculum improves resident participation during robot-assisted surgery. Methods: We created video-based curriculum by providing a narrated video of similar case before resident participation of the case. We obtained information about the average monthly view of cases and the total monthly time spent viewing cases. We used software to track the amount of time the resident spent controlling the robot during the case. We assessed the time the resident had control of the robot for the first robot-assisted hiatal hernia repair of the month with a dual console for 13 months before and after implementing the curriculum. Results: A total of 43 videos were made for the video-based curriculum. Three residents were on the service during the month (intern, junior resident, and chief resident). On average, 37 videos were viewed during the month, with residents spending 16 hours per month viewing the videos. Analysis of the resident console time of the first robot-assisted hiatal hernia repair of the month showed a significant increase in the amount of time the resident participation in the case from 11% to 48% (p < 0.001). Conclusion: Video-based curriculum significantly increases resident participation during robot-assisted thoracic surgery. Adoption of this strategy will dramatically improve the resident training experience. The video-based curriculum should be adopted in robot-assisted surgery training.