Fundamentals Of Robotic Surgery Research Articles

The development of tissue handling skills is sufficient and comparable after training in virtual reality or on a surgical robotic system: a prospective randomized trial

BackgroundVirtual reality is a frequently chosen method for learning the basics of robotic surgery. However, it is unclear whether tissue handling is adequately trained in VR training compared to training on a real robotic system.MethodsIn this randomized controlled trial, participants were split into two groups for “Fundamentals of Robotic Surgery (FRS)” training on either a DaVinci VR simulator (VR group) or a DaVinci robotic system (Robot group). All participants completed four tasks on the DaVinci robotic system before training (Baseline test), after proficiency in three FRS tasks (Midterm test), and after proficiency in all FRS tasks (Final test). Primary endpoints were forces applied across tests.ResultsThis trial included 87 robotic novices, of which 43 and 44 participants received FRS training in VR group and Robot group, respectively. The Baseline test showed no significant differences in force application between the groups indicating a sufficient randomization. In the Midterm and Final test, the force application was not different between groups. Both groups displayed sufficient learning curves with significant improvement of force application. However, the Robot group needed significantly less repetitions in the three FRS tasks Ring tower (Robot: 2.48 vs. VR: 5.45; p < 0.001), Knot Tying (Robot: 5.34 vs. VR: 8.13; p = 0.006), and Vessel Energy Dissection (Robot: 2 vs. VR: 2.38; p = 0.001) until reaching proficiency.ConclusionRobotic tissue handling skills improve significantly and comparably after both VR training and training on a real robotic system, but training on a VR simulator might be less efficient.

Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a randomised, prospective, cross-over, effectiveness study

Robotic surgery training has lacked evidence-based standardisation. We aimed to determine the effectiveness of adjunctive interactive virtual classroom training (VCT) in concordance with the self-directed Fundamentals of Robotic Surgery (FRS) curriculum. The virtual classroom is comprised of a studio with multiple audio–visual inputs to which participants can connect remotely via the BARCO weConnect platform. Eleven novice surgical trainees were randomly allocated to two training groups (A and B). In week 1, both groups completed a robotic skills induction. In week 2, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week 3, the groups received the alternate intervention. The primary outcome was measured using the validated robotic-objective structured assessment of technical skills (R-OSAT) at the end of week 2 (time-point 1) and 3 (time-point 2). All participants completed the training curriculum and were included in the final analyses. At time-point 1, Group A achieved a statistically significant greater mean proficiency score compared to Group B (44.80 vs 35.33 points, p = 0.006). At time-point 2, there was no significant difference in mean proficiency score in Group A from time-point 1. In contrast, Group B, who received further adjunctive VCT showed significant improvement in mean proficiency by 9.67 points from time-point 1 (95% CI 5.18–14.15, p = 0.003). VCT is an effective, accessible training adjunct to self-directed robotic skills training. With the steep learning curve in robotic surgery training, VCT offers interactive, expert-led learning and can increase training effectiveness and accessibility.

Fundamentals of Robotic Surgery: An Objective and Easily Trackable Curriculum for General Surgery Residency Robotics Training

Fundamentals of Robotic Surgery: An Objective and Easily Trackable Curriculum for General Surgery Residency Robotics Training

291 Virtual Classroom Proficiency-Based Progression for Robotic Surgery Training (VROBOT): A Prospective, Cross-Over, Effectiveness Study

Abstract Aim Robotic surgical training has historically lacked evidence-based standardisation. The Fundamentals of Robotic Surgery (FRS) curriculum addresses this by incorporating proficiency-based modules which certify trainees’ skills. However, the curriculum is self-directed and non-interactive. We aim to determine the effectiveness of interactive virtual classroom training (VCT) as an adjunct to the FRS curriculum for robotic skills training. Method 11 novice surgical trainees were randomly allocated to two groups. Both groups completed a one-week robotic skills induction. In week two, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week three, the groups received the alternate intervention. The primary outcome was measured using the validated robotic-objective structured assessment of technical skills (R-OSAT). Results 11 participants completed the training curriculum; all were included in analyses. Both groups demonstrated significantly improved proficiency upon completion of the training. At time point 1 (end of week two) Group A achieved a statistically significant greater mean proficiency score compared to Group B (44.80 vs 35.33 points, p=0.006). At time point 2 (end of week three), there was no significant difference in Group A's mean score from time point 1. In contrast, Group B showed significant improvement in mean proficiency by 9.67 points from time point 1 (95% CI 5.18–14.15, p=0.003). Conclusions VCT is an effective training adjunct to the FRS curriculum for the learning of basic robotic skills. With the steep learning curve in robotic surgery training, VCT offers interactive learning and can increase training effectiveness.

SP7.1 Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a prospective, cross-over, effectiveness study

Abstract Aims Robotic surgery is an evolving surgical technique, requiring specialist training. The standardised Fundamentals of Robotic Surgery (FRS) curriculum incorporates proficiency-based modules to certify the skills of novice trainees. However, the curriculum is self-directed and non-interactive. We aim to determine the effectiveness of interactive virtual classroom training (VCT) in concordance with the FRS for robotic skills training. Methods 11 novice surgical trainees were randomly allocated to two training groups. Both groups completed a one-week robotic skills induction. In week two, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week three, the groups received the alternate intervention. The primary outcome was measured using the validated R-OSAT score. This was collected post-intervention at time point 1(end of week two) and time point 2(end of week three). Results Participants attained higher mean proficiency scores with both the FRS curriculum and VCT, compared to the FRS curriculum alone. At timepoint 1, Group A achieved a greater mean proficiency score compared to Group B (44.80 vs 35.33, p=0.006). At timepoint 2, there was no significant difference in mean proficiency score in Group A from timepoint 1. In contrast, Group B, who received adjunctive VCT showed significant improvement in mean proficiency by 9.67points from timepoint 1 (95% CI 5.18–14.15, p=0.003). Conclusion VCT is an effective training adjunct to the FRS curriculum for learning basic robotic skills. With the steep learning curve in robotic surgery training, VCT offers interactive learning and can increase training effectiveness and accessibility.

1420 ViRtual prOficiency Based prOgression for Robotic Training (VROBOT): A Prospective Cohort Study Protocol

Abstract Introduction Robotic surgery is an evolving field that requires specialist training. Historically, robotic surgery training has lacked standardisation. Recently, training centres have introduced proficiency-based modules and curriculums to certify and progress the skills of novice robotic surgeons. However, training tends to be self-directed and non-interactive. Limited interactive teaching does exist but can be inaccessible and expensive. We aim to validate the effectiveness of the current Fundamentals of Robotic Surgery (FRS) training curriculum with the addition of interactive virtual classroom teaching. Method 16 novice surgical trainees will be assigned to two training groups. The interventions will be implemented following a one-week robotic skills induction. Both groups will receive access to the FRS curriculum for one week. The intervention group will additionally receive virtual classroom robotic skills training. The primary outcome will be the objective performance scores after training using a synthetic model based on task errors, time taken and contact pressure. In week 3, each group will receive the alternate intervention and objective performance scores will be measured to determine the trajectory of scores. Results Significant objective performance improvement following the intervention will be indicative of intervention quality. Conclusions This will be the first feasibility study evaluating the efficacy of interactive virtual robotic surgery training. It will determine the effect size of virtual classroom training on the development of basic robotic surgical skills in addition to the proficiency-based FRS curriculum. The findings will assist the development and implementation of further resource-efficient virtual robotic surgical skills training programs.

Response to the Comment on “Proving the Effectiveness of the Fundamentals of Robotic Surgery (FRS) Skills Curriculum: A Single-blinded, Multispecialty, Multi-institutional Randomized Control Trial: Not Only Surgeon's Manual Skills...”

Response to the Comment on “Proving the Effectiveness of the Fundamentals of Robotic Surgery (FRS) Skills Curriculum: A Single-blinded, Multispecialty, Multi-institutional Randomized Control Trial: Not Only Surgeon's Manual Skills...”

Applying the Delphi process for development of a hepatopancreaticobiliary robotic surgery training curriculum.

Robotic hepatopancreaticobiliary (HPB) procedures are performed worldwide and establishing processes for safe adoption of this technology is essential for patient benefit. We report results of the Delphi process to define and optimize robotic training procedures for HPB surgeons. In 2019, a robotic HPB surgery panel with an interest in surgical training from the Americas and Europe was created and met. An e-consensus-finding exercise using the Delphi process was applied and consensus was defined as 80% agreement on each question. Iterations of anonymous voting continued over three rounds. Members agreed on several points: there was need for a standardized robotic training curriculum for HPB surgery that considers experience of surgeons and based on a robotic hepatectomy includes a common approach for "basic robotic skills" training (e-learning module, including hardware description, patient selection, port placement, docking, troubleshooting, fundamentals of robotic surgery, team training and efficiency, and emergencies) and an "advanced technical skills curriculum" (e-learning, including patient selection information, cognitive skills, and recommended operative equipment lists). A modular approach to index procedures should be used with video demonstrations, port placement for index procedure, troubleshooting, and emergency scenario management information. Inexperienced surgeons should undergo training in basic robotic skills and console proficiency, transitioning to full procedure training of e-learning (video demonstration, simulation training, case observation, and final evaluation). Experienced surgeons should undergo basic training when using a new system (e-learning, dry lab, and operating room (OR) team training, virtual reality modules, and wet lab; case observations were unnecessary for basic training) and should complete the advanced index procedural robotic curriculum with assessment by wet lab, case observation, and OR team training. Optimization and standardization of training and education of HPB surgeons in robotic procedures was agreed upon. Results are being incorporated into future curriculum for education in robotic surgery.

Concurrent, face, content, and construct validity of the RobotiX Mentor simulator for robotic basic skills.

To assess several criteria, such as concurrent, face, content, and construct validity of the RobotiX Mentor (RXM) simulator for basic robotic skills and to compare virtual and actual dry lab dome. A prospective study was conducted from December 2017 to May 2018 using RXM and a da Vinci Si robot. 37 subjects, divided into three groups according to their initial surgical training (expert, intermediate, and novice), were evaluated in terms of six representative exercises of basic robotic specific skills as recommended by the fundamentals of robotic surgery. There was a correlation between the automatic data from the RXM and the subjective evaluation with the robot. The face and content validity, which were evaluated by the experts, were generally considered high (71.5% and 62.5%, respectively). Three levels (analysis of variance [ANOVA]; P = .01) and two levels (P = .001) of experience were clearly identified by the simulator. Our study proves the concurrent validity and confirms the face, content, and construct validity of the RXM.

Visual behaviour in robotic surgery—Demonstrating the validity of the simulated environment

Eye metrics provide insight into surgical behaviour allowing differentiation of performance, however have not been used in robotic surgery. This study explores eye metrics of robotic surgeons in training in simulated and real tissue environments. Following the Fundamentals of Robotic Surgery (FRS), training curriculum novice robotic surgeons were trained to expert-derived benchmark proficiency using real tissue on the da Vinci Si and the da Vinci skills simulator (dVSS) simulator. Surgeons eye metrics were recorded using eye-tracking glasses when both "novice" and "proficient" in both environments. Performance was assessed using Global Evaluative Assessment of Robotic skills (GEARS) and numeric psychomotor test score (NPMTS) scores. Significant (P ≤ .05) correlations were seen between pupil size, rate of change and entropy, and associated GEARS/NPMTS in "novice" and "proficient" surgeons. Only number of blinks per minute was significantly different between pupilometrics in the simulated and real tissue environments. This study illustrates the value of eye tracking as an objective physiological tool in the robotic setting. Pupilometrics significantly correlate with established assessment methods and could be incorporated into robotic surgery assessments.

Demonstrating the Effectiveness of The Fundamentals of Robotic Surgery (Frs) on the Robotix Mentor Virtual Reality Simulation Platform

Study Objective To determine if robotic surgery novices demonstrate improved technical skill after completing Fundamentals of Robotic Surgery (FRS) proficiency-based psychomotor skills training using the RobotiX Mentor virtual reality (VR) platform. Design An observational, pre-post design, multi-institutional rater-blinded trial was conducted. Post-hoc comparisons were performed against previously published comparator groups. Setting Robotic surgery training facilities at the Methodist Institute for Technology, Innovation, & Education (Houston, TX) and the Center for Education, Simulation & Innovation at Hartford Hospital (Hartford, CT) were used for this study. Patients or Participants Residents (n=20) who were robotic surgery novices were enrolled to participate. Interventions Participants completed FRS online didactic modules and were required to pass the FRS cognitive exam. Participants’ baseline robotic surgery skills were assessed on an avian tissue model with previously published validity evidence (pre-test). Participants then trained using the FRS proficiency-based progression curriculum on the RobotiX Mentor VR platform. Participants were required to perform each task to expert-derived benchmarks on consecutive attempts before proceeding to the next task. After training completion, participants were tested again on the avian tissue model (post-test). Pre- and post-tests were video recorded and assessed by blinded raters using the Global Evaluative Assessment of Robotic Skills (GEARS) and a 32-criteria psychomotor checklist. Measurements and Main Results On paired-samples T tests, participants demonstrated improved performance from pre- to post-test across all GEARS domains (depth perception, bimanual dexterity, efficiency, use of force, instrument control; p=0.01 to p Conclusion Completion of the FRS curriculum on the RobotiX Mentor VR training platform resulted in improved robotic surgery skills among novices, proving effectiveness of training. The RobotiX Mentor is recommended as a training platform for the FRS curriculum.

A comprehensive review of robotic surgery curriculum and training for residents, fellows, and postgraduate surgical education.

In 2017, the utilization of robotic-assisted surgery had grown 10-40-fold relative to laparoscopic surgery in common general surgery procedures. The rapid rise in the utilization of robotic-assisted surgery has necessitated a standardized training curriculum. Many curricula are currently being developed and validated. Additionally, advancements in virtual reality simulators have facilitated their integration into robotic-assisted surgery training. This review aims to highlight and discuss the features of existing curricula and robotic-assisted surgery training simulators and to provide updates on their respective validation process. A literature review was conducted using PubMed from 2000-2019 and commercial websites. Information regarding availability, content, and status of validation was collected for each current robotic-assisted surgery curriculum. This review did not qualify as human subjects research, so institutional review board approval was not required. The daVinci Technology Training Pathway and Fundamentals of Robotic Surgery are purely web-based and self-paced robotic-assisted surgery training. The Society of American Gastrointestinal and Endoscopic Surgeon Robotic Masters Series, Fundamental Skills of Robot-Assisted Surgery training program, and the Robotics Training Network curriculum require trainees to be on site in order to provide expert feedback on surgical techniques and robot maintenance. Currently, there are few virtual reality simulators for robotic-assisted surgical training available on the market. Didactic courses are available in all of these training programs, but their contents are inconsistent. Furthermore, the availability and nature of hands-on training offered by these curriculums are widely variable.

Proving the Effectiveness of the Fundamentals of Robotic Surgery (FRS) Skills Curriculum: A Single-blinded, Multispecialty, Multi-institutional Randomized Control Trial.

To demonstrate the noninferiority of the fundamentals of robotic surgery (FRS) skills curriculum over current training paradigms and identify an ideal training platform. There is currently no validated, uniformly accepted curriculum for training in robotic surgery skills. Single-blinded parallel-group randomized trial at 12 international American College of Surgeons (ACS) Accredited Education Institutes (AEI). Thirty-three robotic surgery experts and 123 inexperienced surgical trainees were enrolled between April 2015 and November 2016. Benchmarks (proficiency levels) on the 7 FRS Dome tasks were established based on expert performance. Participants were then randomly assigned to 4 training groups: Dome (n = 29), dV-Trainer (n = 30), and DVSS (n = 32) that trained to benchmarks and control (n = 32) that trained using locally available robotic skills curricula. The primary outcome was participant performance after training based on task errors and duration on 5 basic robotic tasks (knot tying, continuous suturing, cutting, dissection, and vessel coagulation) using an avian tissue model (transfer-test). Secondary outcomes included cognitive test scores, GEARS ratings, and robot familiarity checklist scores. All groups demonstrated significant performance improvement after skills training (P < 0.01). Participating residents and fellows performed tasks faster (DOME and DVSS groups) and with fewer errors than controls (DOME group; P < 0.01). Inter-rater reliability was high for the checklist scores (0.82-0.97) but moderate for GEARS ratings (0.40-0.67). We provide evidence of effectiveness for the FRS curriculum by demonstrating better performance of those trained following FRS compared with controls on a transfer test. We therefore argue for its implementation across training programs before surgeons apply these skills clinically.

MP51-17 THE ROBOTIX SIMULATOR: FACE AND CONTENT VALIDATION USING THE FUNDAMENTALS OF ROBOTIC SURGERY(FRS)CURRICULUM

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment I1 Apr 2017MP51-17 THE ROBOTIX SIMULATOR: FACE AND CONTENT VALIDATION USING THE FUNDAMENTALS OF ROBOTIC SURGERY(FRS)CURRICULUM Ismail Omar, James Dilley, Philip Pucher, Philip Pratt, Torath Ameen, Justin Vale, Ara Darzi, and Erik Mayer Ismail OmarIsmail Omar More articles by this author , James DilleyJames Dilley More articles by this author , Philip PucherPhilip Pucher More articles by this author , Philip PrattPhilip Pratt More articles by this author , Torath AmeenTorath Ameen More articles by this author , Justin ValeJustin Vale More articles by this author , Ara DarziAra Darzi More articles by this author , and Erik MayerErik Mayer More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2017.02.1626AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES Robotic surgical training is poorly delivered with limited skills-based training offered to trainees. To improve this, validated high quality robotic simulators need to be developed and made available. The RobotiX simulator is a new platform which this study sought to validate in the context of a recognised robotic surgery curriculum METHODS Surgeons(n=29) with ranging robotic experience and experience with other simulators(da Vinci Backpack and Mimic) were invited to complete all 6 FRS curriculum exercises. Participant performance was scored using the Global Evaluation Assessment of Robotic skills(GEARS). Participants completed a Likert scale based face and content validity questionnaire graded as negative(1-2/5), neutral(3), or positive(4-5) RESULTS Overall, analysis included 27 participants. There was good concurrent GEARS score reliability (Cronbach's Alpha 0.801) between participants performing exercises on both the RobotiX and an alternative robotic simulator. CONCLUSIONS The RobotiX simulator demonstrated excellent Face and Construct validity evidence both in terms of general usage and in the specific context of the FRS curriculum.(Table 2 Q1,2)The RobotiX performed at least as well as other simulators(da Vinci Backpack/Mimic) and was found to simulate a robotic platform such as the da Vinci Robot. (Table 2 Q4,5) Furthermore 81% of surgical trainees would recommend using the RobotiX(Table 2 Q3) © 2017FiguresReferencesRelatedDetails Volume 197Issue 4SApril 2017Page: e700-e701 Advertisement Copyright & Permissions© 2017MetricsAuthor Information Ismail Omar More articles by this author James Dilley More articles by this author Philip Pucher More articles by this author Philip Pratt More articles by this author Torath Ameen More articles by this author Justin Vale More articles by this author Ara Darzi More articles by this author Erik Mayer More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Next generation of procedural skills curriculum development: Proficiency-based progression

Background: Until recently training, assessment and certification of technical procedural skills (surgical and other interventional procedures) has been a matter of subjective evaluation by a faculty or senior peer. A few new technical skills courses have begun quantifying surgical performance, however none have required benchmark scores that must be met to guarantee proficiency. Based on nearly 100 years of technical skills simulation in other high-risk sectors (aviation, military, nuclear industry, etc.), a new, comprehensive procedural skills curriculum development process, entitled 'full life-cycle curriculum development' and which uses the principles of proficiency-based progression, has been developed and implemented for the Fundamentals of Robotic Surgery (FRS) curriculum – a simulation course for technical skills with quantitative metrics. Methodology: Four consensus conferences by Delphi method, with official representatives of 14 surgical specialties that use robotic surgery was conducted to develop Outcomes Measures/metrics, Didiactic Curriculum, Simulation Content for a novel simulator, and Validation Trial. Proficiency-based progression, based upon expert performance benchmarks, was used to establish the scores which the novices must complete in order to pass. Results: An initial pilot study for validation of this new curriculum process has been completed to determine rough-order-magnitude of parameters and usability and practicality, as well as a preliminary evaluation of suitability as an educational course. A final full validation study is in progress to confirm the initial results of both the validity and educational value of this course. A validated course for gynecologic robotic surgery has been completed and validated using the same templates as the FRS. Conclusion: The FRS use a new process (full life-cycle curriculum development with proficiency-based progression) which can be used in order to develop any quantitative procedural curriculum, through generic templates that have been developed. Such an approach will dramatically decrease the cost, time and effort to develop a new specific curriculum, while producing uniformity in approach, inter-operability among different curricula and consistency in objective assessment. This process is currently online, open source and freely available, to encourage the adoption of a scholarly and rigorous approach to curriculum development which is flexible enough to be adopted and adapted to most technical skills curriculum needs.

Fundamentals of robotic surgery or of robotic-assisted telemanipulated laparoscopy

Fundamentals of robotic surgery or of robotic-assisted telemanipulated laparoscopy

Fundamentals of robotic surgery: a course of basic robotic surgery skills based upon a 14-society consensus template of outcomes measures and curriculum development

There is a need for a standardized curriculum for training and assessment of robotic surgeons to proficiency, followed by high-stakes testing (HST) for certification. To standardize the curriculum and certification of robotic surgeons, a series of consensus conferences attended by 14 leading international surgical societies have been used to compile the outcomes measures and curriculum that should form the basis for a Fundamentals of Robotic Surgery (FRS) programme. A set of 25 outcomes measures and a curriculum for teaching the skills needed to safely use current generation surgical robotic systems has been developed and accepted by a committee of experienced robotic surgeons across 14 specialties. A standardized process for certifying the skills of a robotic surgeon has begun to emerge. The work described here documents both the processes used for developing educational material and the educational content of a robotic curriculum.

A Low-Cost Computer Vision Based Approach for Tracking Surgical Robotic Tools

The number of Robot-Assisted Minimally Invasive Surgery (RMIS) procedures has grown immensely in recent years. The number of surgeries performed with the da Vinci (Intuitive Surgical, Sunnyvale, CA) worldwide in 2005 was under 50,000. This number grew to more than 350,000 by 2011 [1]. RMIS procedures provide improved patient recovery time and reduced trauma due to smaller incisions relative to traditional open procedures. Given the rise in RMIS procedures, several organizations and companies have made efforts to develop training and certification criteria for the da Vinci robot. Mimic technologies (Mimic, Seattle, WA) and Intuitive Surgical both produce virtual reality (VR) training simulators based on the da Vinci system. The Fundamentals of Robotic Surgery (FRS) consortium has been created with the goal of developing a standardized, high-stakes certification exam for robotic surgery [1]. While still in the development stage, this exam will consist of seven tasks carried out on a small physical module with an actual RMIS system. Each task is evaluated with a certain set of criteria including completion time, total tool path length and economy of motion, which is a measurement of deviation from an ‘ideal’ path. All of these metrics can benefit greatly from an accurate, inexpensive and modular tool tracking system that requires no modification to the existing robot. While the da Vinci uses joint kinematics to calculate the tool tip position and movement internally, this data is not openly available to users. Even if this data was open to researchers, the accuracy of kinematic calculations of end effector position suffers from compliance in the joints and links of the robot as well as finite uncertainties in the sensors. In order to find an accurate, available and low-cost alternative to tool tip localization, we have developed a computer vision based design for surgical tool tracking. Vision systems have the added benefit of being low cost with typical high resolution webcams costing around $50. The stereo setup for this design cost around $120. Chmarra et al. reviewed the available non-robotic, laparoscopic tracking devices in 2007 and discussed 4 main technologies for tracking; mechanical, visual, ultrasonic, and electromagnetic [2]. From this work, it became apparent that in order to track robotic tools, only the visual or ultrasound-based methods would be feasible. The goal of our research was to develop a tracking system which could accompany the FRS module or be used separately during real procedures to gauge performance post-procedure using the da Vinci camera feed. The system was designed to use only a camera setup and a computer loaded with the computer vision software. Given the bandwidth of surgical tool motions has been experimentally determined as falling below 8 Hz [3], we adopt 16 Hz, or frames per second (FPS), as a minimal frame rate required to accurately capture surgical tool motion data. 2 Methods

861 EXTERNAL VALIDITY OF STANDARDIZED TASKS FOR EVALUATION AND TEACHING OF ROBOTIC TECHNICAL SKILLS

You have accessJournal of UrologyTechnology & Instruments: Surgical Education & Skills Assessment/Ureteroscopy I1 Apr 2012861 EXTERNAL VALIDITY OF STANDARDIZED TASKS FOR EVALUATION AND TEACHING OF ROBOTIC TECHNICAL SKILLS Alvin Goh, Andrew Hung, Isuru Jayaratna, Kara Teruya, Mukul Patil, Matthew Dunn, and Inderbir Gill Alvin GohAlvin Goh Los Angeles, CA More articles by this author , Andrew HungAndrew Hung Los Angeles, CA More articles by this author , Isuru JayaratnaIsuru Jayaratna Los Angeles, CA More articles by this author , Kara TeruyaKara Teruya Los Angeles, CA More articles by this author , Mukul PatilMukul Patil Los Angeles, CA More articles by this author , Matthew DunnMatthew Dunn Los Angeles, CA More articles by this author , and Inderbir GillInderbir Gill Los Angeles, CA More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2012.02.954AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES There is a growing need for primary acquisition of technical skills to occur outside the operating room. Building on initial validation, we demonstrate external face and construct validity of a standardized model of structured training tasks designed to measure robotic skills called the Fundamentals of Robotic Surgery (FRS). METHODS A broad sample of 49 subjects from various geographic regions, including 11 expert robotic surgeons (completed >30 robotic cases) and 38 urology trainees (ranging from post-graduate year 3 to 8) were evaluated. Standardized instructions and video demonstration were given to each subject. Participant performance of 4 structured robotic tasks (horizontal mattress suture, clover pattern resection, 3-dimensional peg placement, circular target needle placement) was measured using a scoring system based on efficiency and precision. To assess face and content validity, subjects were asked to rate the curriculum on a 5-point Likert scale according to 1) difficulty, 2) similarity to skills required for robotic surgery, 3) usefulness for skills evaluation, 4) usefulness in skills training, and 5) requirement for proficiency. RESULTS Experts consistently performed better than trainees in all 4 tasks of FRS (Table 1). Experts and novices agreed FRS was appropriately challenging and incorporated skills required for robotic surgery (p>0.05). Greater than 96% of respondents thought the structured tasks were useful for robotic skills assessment and training. Table 1. Mean task performance scores (lower is better) Task 1 Task 2 Task 3 Task 4 Experts (n=11) 153±38 147±34 87±22 167±53 Novices (n=38) 265±64 189±67 203±71 315±91 p-value <0.001 <0.001 <0.001 <0.001 CONCLUSIONS We confirm external face, content, and construct validity of a structured inanimate robotic skills curriculum (FRS) in a diverse cohort. Performance on FRS appears to correlate with level of robotic technical ability. This model may be integrated in a comprehensive robotics training program. © 2012 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 187Issue 4SApril 2012Page: e351 Advertisement Copyright & Permissions© 2012 by American Urological Association Education and Research, Inc.MetricsAuthor Information Alvin Goh Los Angeles, CA More articles by this author Andrew Hung Los Angeles, CA More articles by this author Isuru Jayaratna Los Angeles, CA More articles by this author Kara Teruya Los Angeles, CA More articles by this author Mukul Patil Los Angeles, CA More articles by this author Matthew Dunn Los Angeles, CA More articles by this author Inderbir Gill Los Angeles, CA More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...