Asian journal of endoscopic surgery · 2025
Simultaneous Remote Laparoscopic Training for Trainees Among Multiple Institutions: Can Remote Coaching Replace On-Site Coaching?
СтатьяМногоцентровое исследованиеНазвание и аннотация: Перевод пока не подготовлен
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Baba Kenji, Hozaka Yuto, Tanabe Kan, Wada Masumi, Kuroshima Naoki, Takara Kinjo, Yoshidome Shizuka, Iio Shunya, Okubo Keishi, Uenosono Yoshikazu, Shimonosono Masakata, Kawasaki Yota, Sasaki Ken, Arigami Takaaki, Ohtsuka Takao
Аннотация
INTRODUCTION: Regional disparities in medical practice between urban and rural areas in Japan represent a critical issue, and extend to the field of surgical education. To address these disparities, we evaluated the effectiveness of simultaneous remote coaching across multiple facilities using a standardized laparoscopic training method.
METHODS: A total of 28 trainees from a university hospital and 3 rural hospitals were categorized into remote and on-site coaching groups. The training curriculum included lectures, practical training, and assessments, conducted for 1 h per week using three sessions. The primary endpoint of the study was the change in time for ligation of one suture between the on-site and remote coaching groups, expressed as the median of the reduction suture time rate (RTR). Secondary endpoints included the RTR categorized by years of graduation and the results of a questionnaire survey of participants.
RESULTS: Participants included 19 trainees in postgraduate year (PGY) 1-2 and 9 those in PGY 3-5. The median suture ligation time for the first attempt was 145 s (remote: 136 s vs. on-site: 160 s; p = 0.33) and that for the third attempt was 51 s (remote: 33 s vs. direct: 52 s; p = 0.91). The median RTR was 57%, with no significant difference observed between the remote and on-site coaching groups (43.2% vs. 71.2%, p = 0.26). The trainees' ratings for the training were generally favorable, with median ratings of 4 (range: 3-5) for the content of practical skills and 5 (4, 5) for the distance learning aspect, based on a 5-point Likert scale.
CONCLUSION: Simultaneous remote laparoscopic training could be effective in reducing disparities in surgical education.
METHODS: A total of 28 trainees from a university hospital and 3 rural hospitals were categorized into remote and on-site coaching groups. The training curriculum included lectures, practical training, and assessments, conducted for 1 h per week using three sessions. The primary endpoint of the study was the change in time for ligation of one suture between the on-site and remote coaching groups, expressed as the median of the reduction suture time rate (RTR). Secondary endpoints included the RTR categorized by years of graduation and the results of a questionnaire survey of participants.
RESULTS: Participants included 19 trainees in postgraduate year (PGY) 1-2 and 9 those in PGY 3-5. The median suture ligation time for the first attempt was 145 s (remote: 136 s vs. on-site: 160 s; p = 0.33) and that for the third attempt was 51 s (remote: 33 s vs. direct: 52 s; p = 0.91). The median RTR was 57%, with no significant difference observed between the remote and on-site coaching groups (43.2% vs. 71.2%, p = 0.26). The trainees' ratings for the training were generally favorable, with median ratings of 4 (range: 3-5) for the content of practical skills and 5 (4, 5) for the distance learning aspect, based on a 5-point Likert scale.
CONCLUSION: Simultaneous remote laparoscopic training could be effective in reducing disparities in surgical education.