Emergency Undocking Curriculum in Robotic Surgery

dc.contributor.authorBallas, Derek A.
dc.contributor.authorCesta, Megan
dc.contributor.authorGothard, David
dc.contributor.authorAhmed, Rami
dc.contributor.departmentEmergency Medicine, School of Medicineen_US
dc.date.accessioned2019-08-29T13:00:55Z
dc.date.available2019-08-29T13:00:55Z
dc.date.issued2019-03-26
dc.description.abstractIntroduction Traditional instruction for robotic surgery is typically devoid of training that addresses the delineation of interprofessional roles for operating room personnel. An emergency undocking scenario was developed for robotic surgeons with the objectives of improving time to access the patient, provider knowledge of and confidence in emergency undocking, completion of predetermined critical actions, and delineation of operating room personnel roles. Methods Over one month, participants joined in three sessions: Session 1 - formative, Session 2 - review, and Session 3 - summative. Embedded standardized participants (ESPs) represented members of the interprofessional team. Prior to entering the operating room for Sessions 1 and 3, trainees were asked to complete a confidence survey and multiple choice questionnaire (MCQ) for knowledge assessment. Participants were randomized to one of two cases and participated in the reciprocal case for the final session four weeks later. Following Session 1, participants underwent an educational intervention, including the proper technique for emergency undocking, emphasis on operating room personnel roles, and hands-on practice. Obstetrics and Gynecology (OBGYN) residents in post-graduate Years 2-4 and attending physicians with robotics privileges at Summa Health Akron Campus or Cleveland Clinic Akron General Medical Center were invited to participate. A total of 21 participants enrolled and finished the study. Results Among the 21 participants, there was a significant increase in the baseline level of knowledge (p-value=0.001) and in the confidence of surgeons when faced with an emergency undocking after the completion of our curriculum (p-value=0.003). Additionally, an improvement in the undocking times (p-value<0.001) and an increase in the critical actions performed (p-value=0.002) were observed. Conclusion The results of this study demonstrate that incorporating this curriculum into the training programs of robotic surgeons is an effective way to improve the surgical skill of emergency undocking.en_US
dc.identifier.citationBallas, D. A., Cesta, M., Gothard, D., & Ahmed, R. (2019). Emergency Undocking Curriculum in Robotic Surgery. Cureus, 11(3), e4321. doi:10.7759/cureus.4321en_US
dc.identifier.urihttps://hdl.handle.net/1805/20694
dc.language.isoen_USen_US
dc.publisherCureusen_US
dc.relation.isversionof10.7759/cureus.4321en_US
dc.relation.journalCureusen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.sourcePMCen_US
dc.subjectCurriculumen_US
dc.subjectEmergency undockingen_US
dc.subjectRobotic surgeryen_US
dc.subjectSimulationen_US
dc.titleEmergency Undocking Curriculum in Robotic Surgeryen_US
dc.typeArticleen_US
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