Sarah Mustafa1, Elizabeth Handren2, Drew Farmer3, Estrellita Ontiveros4, Gerald O Ogola5, Steven G Leeds6. 1. Division of Minimally Invasive Surgery, Baylor University Medical Center at Dallas, Dallas, Texas; Center for Evidence Based Simulation, Baylor University Medical Center at Dallas, Dallas, Texas. Electronic address: Sarah.Mustafa@BSWHealth.org. 2. Division of Minimally Invasive Surgery, Baylor University Medical Center at Dallas, Dallas, Texas. Electronic address: cehandren@gmail.com. 3. Division of Minimally Invasive Surgery, Baylor University Medical Center at Dallas, Dallas, Texas; Center for Evidence Based Simulation, Baylor University Medical Center at Dallas, Dallas, Texas. Electronic address: Drew.Farmer@BSWHealth.org. 4. Center for Advanced Surgery, Baylor Scott and White Health, Dallas, Texas; Division of Minimally Invasive Surgery, Baylor University Medical Center at Dallas, Dallas, Texas; Center for Evidence Based Simulation, Baylor University Medical Center at Dallas, Dallas, Texas. Electronic address: Estrellita.Ontiveros@BSWHealth.org. 5. Center for Clinical Effectiveness, Baylor Scott & White Health, Dallas, Texas. Electronic address: Gerald.Ogola@BSWHealth.org. 6. Center for Advanced Surgery, Baylor Scott and White Health, Dallas, Texas; Division of Minimally Invasive Surgery, Baylor University Medical Center at Dallas, Dallas, Texas; Center for Evidence Based Simulation, Baylor University Medical Center at Dallas, Dallas, Texas. Electronic address: Steven.Leeds@BSWHealth.org.
Abstract
OBJECTIVE: Resident education is evolving as more cases move from open to minimally invasive. Many programs struggle to incorporate minimally invasive surgery education due to increased operative time and higher cost when residents participate. The aim of this paper is to examine if the implementation of a robotics curriculum enhances minimally invasive surgical training. DESIGN: A retrospective review of all ventral and inguinal hernia cases performed from March 2013 to November 2017 was conducted to determine operative technique utilized (open, laparoscopic, or robotic) and resident involvement. The study cohorts surrounded the introduction of a robotic curriculum in July 2014, and the time frames examined were labeled as Before-robotic, After-robotic, and re-visited examination was done labeled Long-term. SETTING: The study was performed at a large quaternary care referral center. PARTICIPANTS: The participants were all patients who underwent ventral and inguinal hernia repairs on the general surgery, transplant, or colorectal service. RESULTS: Before-robotic had 739 hernia cases performed: 642 (87%) open, 93 (13%) laparoscopic, and 4 (0.5%) robotic. After-robotic had 682 hernia cases performed: 529 (78%) open, 54 (8%) laparoscopic, and 99 (15%) robotic. Long-term had 792 hernia cases performed: 603 (76%) open, 25 (3%) laparoscopic, and 164 (21%) robotic. The general trend was towards an institutional decrease in open cases and an increase in robotic hernia cases. Resident participation in the robotics cases across all levels increased after the implementation of the robotic curriculum. CONCLUSIONS: Implementation of a robotic curriculum can enhance minimally invasive surgical training experience for general surgery resident education.
OBJECTIVE: Resident education is evolving as more cases move from open to minimally invasive. Many programs struggle to incorporate minimally invasive surgery education due to increased operative time and higher cost when residents participate. The aim of this paper is to examine if the implementation of a robotics curriculum enhances minimally invasive surgical training. DESIGN: A retrospective review of all ventral and inguinal hernia cases performed from March 2013 to November 2017 was conducted to determine operative technique utilized (open, laparoscopic, or robotic) and resident involvement. The study cohorts surrounded the introduction of a robotic curriculum in July 2014, and the time frames examined were labeled as Before-robotic, After-robotic, and re-visited examination was done labeled Long-term. SETTING: The study was performed at a large quaternary care referral center. PARTICIPANTS: The participants were all patients who underwent ventral and inguinal hernia repairs on the general surgery, transplant, or colorectal service. RESULTS: Before-robotic had 739 hernia cases performed: 642 (87%) open, 93 (13%) laparoscopic, and 4 (0.5%) robotic. After-robotic had 682 hernia cases performed: 529 (78%) open, 54 (8%) laparoscopic, and 99 (15%) robotic. Long-term had 792 hernia cases performed: 603 (76%) open, 25 (3%) laparoscopic, and 164 (21%) robotic. The general trend was towards an institutional decrease in open cases and an increase in robotic hernia cases. Resident participation in the robotics cases across all levels increased after the implementation of the robotic curriculum. CONCLUSIONS: Implementation of a robotic curriculum can enhance minimally invasive surgical training experience for general surgery resident education.
Keywords:
Inguinal Hernia; Patient Care, Interpersonal and Communication Skills; Practice-Based Learning and Improvement; Resident Education; Robotic Curriculum; Ventral Hernia
Authors: Beiqun Zhao; Hannah M Hollandsworth; Arielle M Lee; Jenny Lam; Nicole E Lopez; Benjamin Abbadessa; Samuel Eisenstein; Bard C Cosman; Sonia L Ramamoorthy; Lisa A Parry Journal: J Surg Educ Date: 2019-09-23 Impact factor: 2.891
Authors: Morcos A Awad; Jarrod Buzalewski; Cooper Anderson; James T Dove; Ashley Soloski; Nicole E Sharp; Bogdan Protyniak; Mohsen M Shabahang Journal: JSLS Date: 2020 Oct-Dec Impact factor: 2.172