Minimally invasive tele-mentoring opportunity—the mito project

• Published in: Surgical endoscopy Vol. 34; no. 6; pp. 2585 - 2592
• Main Authors: Quezada, Jose, Achurra, Pablo, Jarry, Cristian, Asbun, Domenech, Tejos, Rodrigo, Inzunza, Martín, Ulloa, Gabriel, Neyem, Andres, Martínez, Carlos, Marino, Carlo, Escalona, Gabriel, Varas, Julian
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2020; Springer Nature B.V
• Subjects: 2019 SAGES Oral; Abdominal Surgery; Feedback; Gastroenterology; Gynecology; Hepatology; Laparoscopy; Medicine; Medicine & Public Health; Proctology; Simulation; Skills; Surgery; Teaching; Training; Surgical education technology; Tele-simulation; Tele-proctoring; Tele-mentoring; Simulation training
• ISSN: 0930-2794; 1432-2218
• DOI: 10.1007/s00464-019-07024-1

Background Simulation training is a validated method for acquiring laparoscopic skills. Training sessions may be sporadic or lack continuity in oversight by instructors since traditional programs mandate in-person teaching and evaluation. This study presents the development, implementation, and results of a novel smartphone application that enables remote teacher–student interaction. This interface is used to complete a validated program that provides learner-specific feedback. Outcomes of training via Lapp were compared to outcomes of traditional in-person training. Methods A web-based and mobile iOS and Android application (Lapp) was developed to enable a remote student–teacher interaction. Instructors use Lapp to assess video recorded training sessions of students at distant locations and guide them through the laparoscopic skill course with specific and personalized feedback. Surgical trainees at two remote training centers were taught using Lapp. A control group was assessed during traditional simulation training at the training facility, with in-person feedback. Pre- and post-training performances were video recorded for each trainee and blindly evaluated by two experts using a global rating scale (GRS) and a specific rating scale (SRS). Results A total of 30 trainees were trained via Lapp and compared with 25 locally taught. Performance in the Lapp group improved significantly after the course in both GRS and SRS scores, from 15 [6–17] to 23 [20–25], and from 12 [11–15] to 18 [15–20], respectively. The results between both groups were comparable. Conclusion Laparoscopic simulation training using a mobile app is as effective as in-person instruction in teaching advanced laparoscopic surgical skills. Lapp provides an effective method of teaching through simulation remotely and may allow expansion of robust simulation training curriculums.