Surgical telementoring: Feasibility, applicability, and how to.
Humans; United States; Feasibility Studies; surgical education; Models Educational; telementor; Telemedicine/methods; Education Medical Graduate/methods; Education Distance/methods; EXPERIENCE; Educational Technology; Mentoring/methods; remote surgery; Specialties Surgical/education; surgical technology; SURGERY
Surgical training does not end at the conclusion of residency training. Expansions in medical technology and surgical technique have created a steep learning curve for the young attending surgeon. The emergence of intraoperative telementoring has allowed experienced surgeons to guide learners through complex surgical cases remotely with the assistance of streaming video technology. Here, we describe the basics of telementoring, financial and legal considerations, and recommend hardware specifications for optimal use. (© 2021 Wiley Periodicals LLC.)
Gerardo R; Lele P; Sundaram K; Ponsky T
Journal of Surgical Oncology
2021
2021-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
journalArticle
<a href="http://doi.org/10.1002/jso.26511" target="_blank" rel="noreferrer noopener">10.1002/jso.26511</a>
Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation-Based Pilot Study.
*Students; *Videoconferencing; Adult; Clinical Competence/*statistics & numerical data; Curriculum; Debriefing Assessment for Simulation in Healthcare; education; Female; Focused Assessment with Sonography of Trauma/*methods; Humans; Male; Medical; Pilot Projects; remote telementored ultrasound; Simulation Training/*methods; teledebriefing; telementor; telepresence; telesonography; Ultrasonics/*education; Young Adult
OBJECTIVES: Telepresent education is becoming an important modality in medical education, as it provides a means for instructors to lead education sessions via videoconferencing technologies. This study aimed to compare the effectiveness of telepresent ultrasound training versus traditional in-person ultrasound training. METHODS: Medical student cohorts were educated by either traditional in-person instruction or telementoring on how to perform a focused assessment with sonography for trauma (FAST) examination. Effectiveness was evaluated by pre- and post-multiple-choice tests (knowledge), confidence surveys, and summative simulation scenarios (hands-on FAST simulation). Formative simulation scenario debriefings were evaluated by each student using the Debriefing Assessment for Simulation in Healthcare student version (DASH-SV). RESULTS: Each method of instruction had significant increases in knowledge, confidence, and hands-on FAST simulation performance (P \textless .05). The collective increase in knowledge was greater for the in-person group, whereas the improvement in FAST examination performance during simulations was greater for the telementored group. Confidence gains were comparable between the groups. The DASH-SV scores were significantly higher for the in-person group for each criterion; however, both methods were deemed effective via median scoring. CONCLUSIONS: Telepresent education is a viable option for teaching the FAST examination to medical students.
Poland Scott; Frey Jennifer A; Khobrani Ahmad; Ondrejka Jason E; Ruhlin Michael U; George Richard L; Gothard M David; Ahmed Rami A
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
2018
2018-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1002/jum.14551" target="_blank" rel="noreferrer noopener">10.1002/jum.14551</a>