Abstract:Summary:
Traditional livestreaming of surgery to an audience requires stationary video broadcasting infrastructure, with viewers congregating in front of a screen, while audiovisual technicians provide support in the background. In recent years, livestreaming technologies from cameras to teleconference platforms have advanced dramatically, even to allow for compliance with the Health Insurance Portability and Accountability Act of 1996 with web-based encryption. The objective of this article is to … Show more
“…This article hopefully provides an analysis of current technologies with the hope medical schools can pick which technology suits their budget and needs so schools can be prepared in case medical education is again interrupted. 25 Review of the medical literature proved that live streaming of surgery for educational purposes has not yet been widely accepted in our medical schools and surgical residency training programs. The technology to implement streaming has significantly advanced over the past 2 decades, largely driven by industries' quest to gain market share from the general public.…”
Section: Discussionmentioning
confidence: 99%
“…25 The headset was connected to a waist holster with a battery and transmitter via HDMI and power cords, allowing the surgeon to be untethered to any stationary device or power source. 25 Other advantages of this technique is it is HIPAA-compliant, cost-effective, and fast and independent way to live stream long operations for residents and students. In addition, the setup is light weight and allows for interaction between the surgeon and the learners.…”
Background: Live streaming surgery is a developing communication platform in medicine. To maximize the technological advances that allow for the live streaming of surgery, it is crucial to have an understanding of the various video-capturing devices that are available and their pros and cons of implementation. Possible barriers to the widespread use of live streaming surgery include cost, concerns about patient safety and privacy, and limited understanding of the current available resources. In this article, we present the results of our literature review of techniques for live streaming of surgery as a means to inform readers and promote their implementation. Methods: We conducted a literature review of the literature to identify previous articles indexed in PubMed and Ovid. We used the following search terms: [Surgery AND Streaming], which generated 32 articles for initial review. References were reviewed within each document to find similar articles that were not captured by the initial search. The article selection criteria were peer-reviewed publications, case reports, and case series describing the use of live surgical streaming technologies. Results: Literature review showed enhanced surgeon interaction with viewers and improved anatomy scores with the widespread use of live streaming. Surgeons reported positive feedback and wished to engage in more sessions in the future. The largest barriers to implementation of streaming technology are video quality through the Internet and patient information protection. Conclusions: Live streaming of surgery for educational purposes has not been widely accepted in surgical training programs to date. Streaming accessibility has advanced over the past 2 decades with the availability of handheld mobile devices. However, little has been done to allow for live streaming of surgery to trainees in a manner compliant with the Health Portability Insurance and Accountability Act.
“…This article hopefully provides an analysis of current technologies with the hope medical schools can pick which technology suits their budget and needs so schools can be prepared in case medical education is again interrupted. 25 Review of the medical literature proved that live streaming of surgery for educational purposes has not yet been widely accepted in our medical schools and surgical residency training programs. The technology to implement streaming has significantly advanced over the past 2 decades, largely driven by industries' quest to gain market share from the general public.…”
Section: Discussionmentioning
confidence: 99%
“…25 The headset was connected to a waist holster with a battery and transmitter via HDMI and power cords, allowing the surgeon to be untethered to any stationary device or power source. 25 Other advantages of this technique is it is HIPAA-compliant, cost-effective, and fast and independent way to live stream long operations for residents and students. In addition, the setup is light weight and allows for interaction between the surgeon and the learners.…”
Background: Live streaming surgery is a developing communication platform in medicine. To maximize the technological advances that allow for the live streaming of surgery, it is crucial to have an understanding of the various video-capturing devices that are available and their pros and cons of implementation. Possible barriers to the widespread use of live streaming surgery include cost, concerns about patient safety and privacy, and limited understanding of the current available resources. In this article, we present the results of our literature review of techniques for live streaming of surgery as a means to inform readers and promote their implementation. Methods: We conducted a literature review of the literature to identify previous articles indexed in PubMed and Ovid. We used the following search terms: [Surgery AND Streaming], which generated 32 articles for initial review. References were reviewed within each document to find similar articles that were not captured by the initial search. The article selection criteria were peer-reviewed publications, case reports, and case series describing the use of live surgical streaming technologies. Results: Literature review showed enhanced surgeon interaction with viewers and improved anatomy scores with the widespread use of live streaming. Surgeons reported positive feedback and wished to engage in more sessions in the future. The largest barriers to implementation of streaming technology are video quality through the Internet and patient information protection. Conclusions: Live streaming of surgery for educational purposes has not been widely accepted in surgical training programs to date. Streaming accessibility has advanced over the past 2 decades with the availability of handheld mobile devices. However, little has been done to allow for live streaming of surgery to trainees in a manner compliant with the Health Portability Insurance and Accountability Act.
“…Additionally, alternative resources should be used to assess technical skills assessments after COVID (recommendation 6). Two recommendations relate to the importance of wet lab and dry lab training (2, 3), four relate to the quality control and accreditation of digital resources (7,9,10,12), and three relate to the importance of using digital resources as compensation for limited training opportunities (8,11,13).…”
Section: Recommendations and Overview Of Supported Resourcesmentioning
Backgrounds
To date, it is unclear what the educational response to the restrictions on minimally invasive surgery imposed by the COVID-19 pandemic have been, and how MIS-surgeons see the post-pandemic future of surgical education. Using a modified Delphi-methodology, this study aims to assess the effects of COVID on MIS-training and to develop a consensus on the educational response to the pandemic.
Methods
A three-part Delphi study was performed among the membership of the European Association of Endoscopic Surgery (EAES). The first survey aimed to survey participants on the educational response in four educational components: training in the operating room (OR), wet lab and dry lab training, assessment and accreditation, and use of digital resources. The second and third survey aimed to formulate and achieve consensus on statements on, and resources in, response to the pandemic and in post-pandemic MIS surgery.
Results
Over 247 EAES members participated in the three rounds of this Delphi survey. MIS-training decreased by 35.6–55.6%, alternatives were introduced in 14.7–32.2% of respondents, and these alternatives compensated for 32.2–43.2% of missed training. OR-training and assessments were most often affected due to the cancellation of elective cases (80.7%, and 73.8% affected, respectively). Consensus was achieved on 13 statements. Although digital resources were deemed valuable alternatives for OR-training and skills assessments, face-to-face resources were preferred. Videos and hands-on training–wet labs, dry labs, and virtual reality (VR) simulation–were the best appreciated resources.
Conclusions
COVID-19 has severely affected surgical training opportunities for minimally invasive surgery. Face-to-face training remains the preferred training method, although digital and remote training resources are believed to be valuable additions to the training palette. Organizations such as the EAES are encouraged to support surgical educators in implementing these resources. Insights from this Delphi can guide (inter)national governing training bodies and hospitals in shaping surgical resident curricula in post pandemic times.
“…Also, a large TV was in the operating room allowing the surgeon to see and interact with the learners when appropriate. Other video modalities that have been described include the use of head-mounted GoPro (GoPro, Inc., San Mateo, CA) cameras coupled with Bluetooth ® audio 14 , 15 , 16 . Figure 1- SurgiTel HD Camera …”
Section: Introductionmentioning
confidence: 99%
“…Students were expected to prepare for these virtual cases as they would in-person operations and reviewed videos during their “virtual OR” period during their electives. A key component of the virtual OR experience was reinforcing students’ understanding of key operative steps; this was done through supplemental didactic sessions or case review conferences [15] . At the University of South Florida, for example, after each index vascular case, students submitted an operative dictation to reinforce comprehensive understanding of the operation (as often the videos would communicate the key steps of an operation but not at the level of granularity a student would experience in a live operating room).…”
Due to the immediate need for social distancing as well as widespread disruption in clinical practices brought on by the novel SARS-cov-2 (COVID-19) pandemic, medical student education rapidly shifted to a virtual format, and resulted in a variety of innovative and remotely-accessible practices to address new restrictions on face-to-face education. Educators approached curriculum design seeking to replicate as much of the in-person experience as possible and were faced with overcoming the challenges of replacing the innately hands-on nature of surgery with virtual operative and skills experiences. Restrictions on in-person visiting electives expedited the role of virtual education as a notable opportunity for medical student education and recruitment, with a variety of approaches to engaging undergraduate medical learners including the use of live-streaming operative cases, virtual didactic curricula and a rise in podcasts, web-based conferences, and virtual journal clubs. In addition to education, virtual outreach to medical students has become an essential tool in trainee recruitment and selection, and ongoing application of novel educational platforms will allow for new opportunities in multi-institutional collaboration and exchange with a multitude of benefits to future vascular surgery trainees. This paper seeks to outline the resources and practices used to virtually teach and recruit medical students and the benefits of virtual rotations to the program and students.
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