title: Robotic objective structured assessment of technical skills: a randomized multicenter dry laboratory training pilot study.
abstract: OBJECTIVE
  The goal of this study was to determine if a robotic dry laboratory curriculum for gynecology and urology residents improved their basic robotic skills.
  
  
  METHODS
  After the institution-specific institutional review board approval or exemption, 165 residents from 8 gynecology and/or urology programs were enrolled. Residents underwent standardized robotic orientation followed by dry laboratory testing on 4 unique robotic tasks. Residents were block randomized by program to unstructured or structured training programs. Regardless of group, residents were expected to practice for 15 minutes twice monthly over 7 months. Errors, time to completion, and objective structured assessment of technical skills global rating scores were recorded for each task before and after the training period. Statistics were calculated using the Student t tests, Pearson correlation, and analysis of variance with STATA systems (version 11.2).
  
  
  RESULTS
  A total of 99 residents completed both the pretraining and posttraining testing. A mean of 4 (range, 0-15) 15-minute training sessions per resident was self-reported. The structured group had faster posttraining times on the transection task, although the unstructured group had higher posttraining scores on the knot-tying task.
  
  
  CONCLUSIONS
  Overall, the residents' robotic skills improved after participating in a dry laboratory curriculum; however, robotic availability, duty hour restrictions, and clinical responsibilities limit the curriculum implementation.
authors: From the *Department of Obstetrics and Gynecology and Urology, Loyola University Chicago, Stritch School of Medicine, Chicago, IL; †Department of Obstetrics and Gynecology, University of Minnesota, Minneapolis, MN; ‡Loyola University Chicago, Stritch School of Medicine, §Department of Obstetrics and Gynecology, Loyola University Chicago, Stritch School of Medicine, Chicago, IL; ∥Department of Urology, University of Maryland School of Medicine, Baltimore, MD; ¶Department of Obstetrics and Gynecology, Oregon Health & Sciences University Medical Center, Portland, OR; and #Department of Preventative Medicine and Epidemiology, Loyola University Chicago, Stritch School of Medicine, Chicago, IL.
authors: Megan Elizabeth
authors: ME
authors: Tarr
authors: Colleen
authors: C
authors: Rivard
authors: Amy E
authors: AE
authors: Petzel
authors: Sondra
authors: S
authors: Summers
authors: Elizabeth R
authors: ER
authors: Mueller
authors: Leslie M
authors: LM
authors: Rickey
authors: Mary A
authors: MA
authors: Denman
authors: Regina
authors: R
authors: Harders
authors: Ramon
authors: R
authors: Durazo-Arvizu
authors: Kimberly
authors: K
authors: Kenton
mesh_terms: D000328:Adult; D002983:Clinical Competence; D004503:Education, Medical, Graduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D006176:Gynecology / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D010865:Pilot Projects; D012371:Robotics; D014572:Urology / Q000193:education*