This programme provides healthcare professionals specialising in robot-assisted surgery who (want to) teach their colleagues about the safe and effective use of the robot with the tools and insights needed to apply the Proficiency-Based Progression methodology. One part is online, the other part consists of hands-on sessions with the robotic technologies in Orsi Academy's training centre for robotic surgery.

What can you find on this webpage?

Our (future) students can find information about admission requirements, objectives and evaluation.

 

All information with regard to the study programme can be found at Proficiency-Based Progression Train the Trainer Course in Robotic Surgery | Orsi Academy (orsi-online.com).

Objectives

Part 1: The first part of the course teaches participants the principles of learning and training with the objective metrics of PBP using deliberate exercises with formative feedback. The programme gives participants a broad and robust understanding of the different types of theoretical and practical approaches to Proficiency-Based Progression learning (PBP learning) and which technologies best support the different approaches to learning (i.e. cognitive, technical, etc.). The focus is on 'device training' and basic surgical skills.

Part 2 teaches participants how to train and assess specific procedures through the objective metrics of the PBP. The goal of this course is the standardization of robotic surgical training through uniform assessment of trainers, supervisors and mentors. This course, aimed at experienced surgeons who want to become trainers, provides an overview of the various training modules, animal models, technical and non-technical skills required to correctly teach and assess the specific procedure.

Part 1:

Upon completion of this programme, the graduates will be able to:
- Demonstrate a comprehensive understanding of a PBP training methodology and in particular, i) the development and validation of performance metrics, ii) how they are used to augment training, iii) know the difference between deliberate and repeated practice, iv) provide explicit, constructive, formative feedback using the metrics.

Part 2:

Upon completion of this programme, the graduates will be able to:
- Be able to assess robotic surgical performance reliably (i.e. with inter-rater reliability > 0.8).
- Display a comprehensive and evidence-based knowledge of the variety of technological tools which can be utilised to augment the PBP process for learning robotic surgical skills (e.g. understand how and when to use different simulation models vs. live animals or cadavers).
- Demonstrate an evidence based and pragmatic knowledge and understanding of how learning and robotic surgical skill acquisition can be managed, enhanced and quality assured using a PBP learning methodology (e.g. able to use deliberate rather than repeated practice).
- Design and implement work-based PBP learning curricula and assessments in a variety of contexts (e.g., demonstrate ability to assess performance reliably).
- Evaluate metrics-based PBP learning curricula.
- Display a critical understanding of how human factors and learning impinge learning, training and application of robotic surgical skills (e.g. intra-operative attention capacity and intra-operative communication).
- Apply conceptual and human-factor evidence to learning and skill acquisition of robotic surgical skills (e.g. explicit, constructive formative feedback).
- Demonstrate a critical, evidence-based understanding of the application of metric-based assessment for learning and quality assuring robotic surgical skills training.

Educational quality of the study programme

Here you can find an overview of the results of the COBRA internal quality assurance method.

Educational quality at study programme level

Blueprint

Educational quality at university level

• Consult the documents on educational quality available at university level.

More information?

• More information on the educational quality at KU Leuven
• More information on the available documents