Keywords

video review, reflective practice, robotic surgery, surgical education, reflection guide, skill improvement

Abstract

Surgical education has the arduous task of providing effective and efficient methods of surgical skill acquisition and clinical judgment while staying abreast with the latest surgical technologies within an ever-changing field. Robotic surgery is one such technology. Many surgeons in practice today were either never taught or were not effectively taught robotic surgery during training, leaving them to navigate the robotic learning curve and reach mastery independently. This dissertation examines the impact of a video review guide on improving robotic surgical skills. Using Kolb’s Experiential Learning Theory as a framework, the literature review argues that video review can be used as a catalyst for reflection, which can deepen learning and improve self-assessment. Reflection, however, is not an innate skill but must be explicitly taught or guided. The researcher argues that a written video review guide can help novice surgeons develop reflective practice, resulting in improved surgical skills and a shorter robotic learning curve. A between-group quasi-random experiment was conducted to test this theory. The participants performed a pre-test technical simulation, conducted an independent video review, and then repeated the same simulation as a post-test. The intervention group received a surgical video review guide created by the researcher using Gibb’s Reflective Cycle and additional evidence-based strategies during the video review. The participants also completed an exit survey measuring the perceived usefulness of video review guides. Data analysis found that overall, both groups significantly improved their surgical skills; however, there was no statistical difference between the two groups. The participants perceived both the surgical video review guide and video review guides in general as useful. Implications for practice and recommendations for future research were discussed. This research underscores the potential of reflective guides as a low-cost and independent method to develop reflective practitioners further and improve surgical practice.

Completion Date

2024

Semester

Summer

Committee Chair

Gunter, Glenda

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

DP0028504

URL

https://purls.library.ucf.edu/go/DP0028504

Language

English

Release Date

8-15-2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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