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Purpose <p>The aim of this study was to evaluate the impact of a proficiency-based robotic hernia curriculum incorporating task-specific feedback on the technical performance and self-perceived improvement of surgical trainees.</p> Methods <p>Surgery residents from two academic institutions who completed Intuitive SimNow training participated. Residents performed an inanimate hernia drill four times. Faculty surgeons established proficiency benchmarks by completing the same drill. Performance was assessed using the Objective Structured Assessment of Technical Skills (OSATS) measure and task-specific metrics (TSMs). Recorded videos were reviewed with asynchronous feedback.&#xa0;Wilcoxon rank sum analysis was used to assess performance. Spearman’s rank correlation was used to assess the relationship between TSMs and OSATS scores. Thematic analysis identified recurring feedback themes throughout training.</p> Results <p>Out of 36 residents, 24 completed the curriculum. Five faculty surgeons established the benchmarks. Residents’ median total OSATS and TSM scores and completion times (mins) improved significantly from the first to the fourth trial (OSATS: 21 vs. 30.5; TSM: 13 vs. 22; time: 30.1 vs. 21.07; all p &lt; 0.001). Most residents were able to achieve faculty-level OSATS and TSM scores by their fourth trial (<i>p</i> &gt; 0.05) but not faculty-level time (<i>p</i> = 0.001). TSM and OSATS scores were strongly correlated (<i>R</i> = 0.88; <i>p</i> &lt; 0.001). Initial feedback themes focused on peritoneal incision, suturing technique (87.5%), and efficiency (12.5%); later themes emphasized speed (9.09%) and positive reinforcement (90.91%).</p> Conclusion <p>The robotic hernia curriculum significantly improved resident performance. TSMs proved to be a reliable, objective tool for providing actionable, task-specific feedback within a simulation-based robot surgical training. Further research is needed to evaluate transferability to clinical settings.</p>

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The impact of task-specific feedback using a virtual platform on trainee technical skills and perceptions: a novel multicenter robotic hernia curriculum

  • 期刊论文

  • 发表日期：

    2025年12月17日

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  • Sofia Garces-Palacios,
  • Amr Al Abbas,
  • Emile Farah,
  • Andres Abreu,
  • Zein Saad Eddin,
  • Aram Rojas,
  • Patricio M. Polanco,
  • Melissa E. Hogg,
  • Herbert J. Zeh,
  • Ganesh Sankaranarayanan

摘要

Purpose

The aim of this study was to evaluate the impact of a proficiency-based robotic hernia curriculum incorporating task-specific feedback on the technical performance and self-perceived improvement of surgical trainees.

Methods

Surgery residents from two academic institutions who completed Intuitive SimNow training participated. Residents performed an inanimate hernia drill four times. Faculty surgeons established proficiency benchmarks by completing the same drill. Performance was assessed using the Objective Structured Assessment of Technical Skills (OSATS) measure and task-specific metrics (TSMs). Recorded videos were reviewed with asynchronous feedback. Wilcoxon rank sum analysis was used to assess performance. Spearman’s rank correlation was used to assess the relationship between TSMs and OSATS scores. Thematic analysis identified recurring feedback themes throughout training.

Results

Out of 36 residents, 24 completed the curriculum. Five faculty surgeons established the benchmarks. Residents’ median total OSATS and TSM scores and completion times (mins) improved significantly from the first to the fourth trial (OSATS: 21 vs. 30.5; TSM: 13 vs. 22; time: 30.1 vs. 21.07; all p < 0.001). Most residents were able to achieve faculty-level OSATS and TSM scores by their fourth trial (p > 0.05) but not faculty-level time (p = 0.001). TSM and OSATS scores were strongly correlated (R = 0.88; p < 0.001). Initial feedback themes focused on peritoneal incision, suturing technique (87.5%), and efficiency (12.5%); later themes emphasized speed (9.09%) and positive reinforcement (90.91%).

Conclusion

The robotic hernia curriculum significantly improved resident performance. TSMs proved to be a reliable, objective tool for providing actionable, task-specific feedback within a simulation-based robot surgical training. Further research is needed to evaluate transferability to clinical settings.