Mp73-15 Gamifying Robotic Surgical Simulation Training Using a Novel Dry Lab Curriculum: Results From a Pilot Program

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment (MP73)1 May 2024MP73-15 GAMIFYING ROBOTIC SURGICAL SIMULATION TRAINING USING A NOVEL DRY LAB CURRICULUM: RESULTS FROM A PILOT PROGRAM George W. Moran, Justin A. Lee, Gina M. Badalato, and Christopher B. Anderson George W. MoranGeorge W. Moran , Justin A. LeeJustin A. Lee , Gina M. BadalatoGina M. Badalato , and Christopher B. AndersonChristopher B. Anderson View All Author Informationhttps://doi.org/10.1097/01.JU.0001009564.26544.1c.15AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Robotic surgery simulation (sim) training can help residents improve their operative skills. The demands of residency training make devoting time to sim difficult. Our objective was to make sim a regular part of residency training by gamifying it, using principles of game design like competition and rewards to motivate trainees to invest time in sim and optimize their training. METHODS: We built a gamified sim curriculum using dry lab models made from inexpensive and widely available supplies. In the first half of 2022-2023, residents completed three "skills modules" (Figure 1, a-c), each targeting at least one technical skill, and an "anatomic module" simulating a vesicourethral anastomosis (Figure 1, d-e). In the spring, the same curriculum was gamified. Residents were assigned to teams with faculty coaches. Scoring rubrics and videos demonstrating how to execute each module were distributed. All modules were designed to be self-scored on electronic scorecards. Surveys querying resident experience with sim were distributed 1) after the initial curriculum and 2) after the gamified version. RESULTS: Eight residents (PGY-3s, -4s, and -5s) completed the curriculum in standard and gamified formats and answered surveys. With gamification, the proportion of residents practicing outside of scheduled sim sessions increased from 25% (2/8) to 100% (8/8). Gamification was associated with increased enjoyment doing sim (median 4/5, "I am happy," to 5/5, "I am VERY happy," IQR 0.5) and perception that sim is a valuable use of time (median 4/5, "Sim feels like a good use of my time," to 5/5, "I feel like I am making great use of my time doing sim," IQR 1). An increased proportion of residents reported that sim makes them more confident during robotic surgery (5/8, 62.5% to 7/8, 87.5%) and allows them to ask questions and learn things they feel unable to ask about or learn in the operating room (5/8, 62.5% to 6/8, 75%). CONCLUSIONS: This pilot shows the feasibility of a gamified robotic sim curriculum, with preliminary data showing improvement in resident engagement and satisfaction with sim as a routine component of their training. Ongoing work includes prospective validation of training modules and an open access website (Figure 1, f) where trainees can access gamified curricula, score themselves, and compete. Download PPT Source of Funding: The Society of Academic Urologists Education Research Grant, 2022-2024 © 2024 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 211Issue 5SMay 2024Page: e1188 Advertisement Copyright & Permissions© 2024 by American Urological Association Education and Research, Inc.Metrics Author Information George W. Moran More articles by this author Justin A. Lee More articles by this author Gina M. Badalato More articles by this author Christopher B. Anderson More articles by this author Expand All Advertisement PDF downloadLoading ...