Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study
Background: Remote teaching of procedural skills has demonstrated equivalence in knowledge acquisition compared to in-person teaching. Variations in terminology for probe and needle movements may serve as a barrier in remote training of ultrasound (US)-guided renal access for percutaneous nephrolith...
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| Format: | Article |
| Language: | English |
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Elsevier
2023-09-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844023068378 |
| _version_ | 1797669842347622400 |
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| author | David Denisov Coral Castro-Olmo Leslie Bernal Charondo Heiko Yang Sandrijn Van Schaik David Bayne |
| author_facet | David Denisov Coral Castro-Olmo Leslie Bernal Charondo Heiko Yang Sandrijn Van Schaik David Bayne |
| author_sort | David Denisov |
| collection | DOAJ |
| description | Background: Remote teaching of procedural skills has demonstrated equivalence in knowledge acquisition compared to in-person teaching. Variations in terminology for probe and needle movements may serve as a barrier in remote training of ultrasound (US)-guided renal access for percutaneous nephrolithotomy (PCNL). This pilot study investigated the utility of standardized terminology in remote training of US-guided renal access for PCNL. Hypothesis: Standardization of verbal terminology to describe US probe and needle movement instruction improves remote teaching of US-guided renal access. Methods: Fifteen urology residents (PGY1-6) were stratified by year and randomized into two groups. We provided participants with images illustrating US probe and needle movements labeled with predetermined standardized terminology for the intervention group and images without labels for the control group. Both groups were asked to perform US-guided renal access on a training mannequin with a remote faculty educator with (intervention) or without (control) use of standardized movement instructions. Quantitative outcomes included number of attempts and time to achieve access. All trainees completed pre- and post-session surveys and participated in focus groups; authors conducted thematic analysis of focus group transcripts. Results: Differences in primary outcomes between groups, including number of attempts and time to achieve access of the renal pole, were not statistically significant. Analysis of focus group interviews revealed that the use of standardized terminology in the setting of remote training can reduce trainee confusion by clarifying ambiguity in educator feedback. Discussion: Use of standardized terminology during remote surgical skills training allows for more effective feedback to trainees. |
| first_indexed | 2024-03-11T20:50:39Z |
| format | Article |
| id | doaj.art-74173196d4854896ab533b43a35f02fc |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-03-11T20:50:39Z |
| publishDate | 2023-09-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-74173196d4854896ab533b43a35f02fc2023-10-01T06:00:34ZengElsevierHeliyon2405-84402023-09-0199e19629Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot studyDavid Denisov0Coral Castro-Olmo1Leslie Bernal Charondo2Heiko Yang3Sandrijn Van Schaik4David Bayne5School of Medicine, University of California San Francisco, San Francisco, CA, USA; Corresponding author.School of Medicine, Universidad Central del Caribe, Bayamón, PR, Puerto RicoSchool of Medicine, University of California San Francisco, San Francisco, CA, USADepartment of Urology, University of California San Francisco, San Francisco, CA, USADepartment of Pediatrics, University of California San Francisco, San Francisco, CA, USADepartment of Urology, University of California San Francisco, San Francisco, CA, USABackground: Remote teaching of procedural skills has demonstrated equivalence in knowledge acquisition compared to in-person teaching. Variations in terminology for probe and needle movements may serve as a barrier in remote training of ultrasound (US)-guided renal access for percutaneous nephrolithotomy (PCNL). This pilot study investigated the utility of standardized terminology in remote training of US-guided renal access for PCNL. Hypothesis: Standardization of verbal terminology to describe US probe and needle movement instruction improves remote teaching of US-guided renal access. Methods: Fifteen urology residents (PGY1-6) were stratified by year and randomized into two groups. We provided participants with images illustrating US probe and needle movements labeled with predetermined standardized terminology for the intervention group and images without labels for the control group. Both groups were asked to perform US-guided renal access on a training mannequin with a remote faculty educator with (intervention) or without (control) use of standardized movement instructions. Quantitative outcomes included number of attempts and time to achieve access. All trainees completed pre- and post-session surveys and participated in focus groups; authors conducted thematic analysis of focus group transcripts. Results: Differences in primary outcomes between groups, including number of attempts and time to achieve access of the renal pole, were not statistically significant. Analysis of focus group interviews revealed that the use of standardized terminology in the setting of remote training can reduce trainee confusion by clarifying ambiguity in educator feedback. Discussion: Use of standardized terminology during remote surgical skills training allows for more effective feedback to trainees.http://www.sciencedirect.com/science/article/pii/S2405844023068378Surgical trainingSimulation trainingTelementoringDistance learningCommunicationSurgical models |
| spellingShingle | David Denisov Coral Castro-Olmo Leslie Bernal Charondo Heiko Yang Sandrijn Van Schaik David Bayne Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study Heliyon Surgical training Simulation training Telementoring Distance learning Communication Surgical models |
| title | Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study |
| title_full | Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study |
| title_fullStr | Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study |
| title_full_unstemmed | Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study |
| title_short | Effects of standardized language on remote ultrasound-guided percutaneous nephrolithotomy training: A mixed-methods explorative pilot study |
| title_sort | effects of standardized language on remote ultrasound guided percutaneous nephrolithotomy training a mixed methods explorative pilot study |
| topic | Surgical training Simulation training Telementoring Distance learning Communication Surgical models |
| url | http://www.sciencedirect.com/science/article/pii/S2405844023068378 |
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