Providing a standardised educational programme in robot-assisted gynaecological surgery

Abstract

Standardisation of an educational programme in robotic gynaecological surgery requires careful reflection to ensure that the correct surgeons are selected, that they are trained to the best of their ability, and that they have continued education into their careers. The generally agreed pathways included a proficiency-based progression model for procedures with validated assessment tools used for both formative and summative assessment. For new surgeons, a basic and advanced curriculum is required, involving tools on how to use the instruments as well as educational lectures and simulation. For advanced learning, there is a need for proctorship. To maintain their skills, a surgeon should demonstrate a reflective practice and continued good outcomes while adhering to a process of credentialing. Trainers should be validated on their ability to teach based on recognised training-the-trainers courses.

Keywords: Assessment; Education; Training.