528
Residents (cont.)
performance
contributing factors, 281–284
deficits, 280
identifying and assessing lapse in,
277–284
legal context of poorly performing,
289–291
outcomes, behavior-based, 285
problems, predicting, 276–277
research project, 252
successful, 288–289
underperforming, 277
Residents as teachers, 119–120
conscious vs. unconscious performance,
121
faculty time pressure, 122
near-peer relationship, 121–122
Residents to teach, challenges encountered in
preparing, 120
Revised Pay As You Earn (REPAYE), 516
Robot-assisted laparoscopic radical
prostatectomy, 462
Robot-assisted laparoscopic surgery (RALS),
53, 54
Robotic Anastomosis and Competency
Evaluation (RACE), 111
Robotic skills simulator (RoSS), 68
Robotic surgery teaching laboratory
experience, 24–25
Robotic-assisted laparoscopic surgery
(RALS), 69–73
training and assessment platforms
Fundamentals of Robotic Surgery
(FRS), 69
simulator, 69–73
Robotic-assisted surgery, 394, 456, 462–464
adrenal and kidney, 458–461
bladder and ureter, 461–462
prostate
robot-assisted laparoscopic radical
prostatectomy, 462–463
urethrovesical anastomosis, 463–464
robotic skills, 456–458
RobotiX Mentor, 68, 69
Root cause analysis (RCA), 204
Rosenberg self-esteem scale, 40
RoSS. See Robotic Skills Simulator (RoSS)
Resident teacher, striving for excellence as, 132
S
Sacrocolpopexy, 455
Self-affirmation, 314
Self-directed learners, 24
Self-esteem scale, 40
Self-reported survey questionnaires, 36
Simbionix, 61, 62
Simulab EDGE laparoscopic simulator, 77
Simulation PeriOperative Resource for
Training and Learning
(SimPORTAL), 451
Simulations, 439
physician-centered learning, 368
Simulators, 229–234
design and development, modern theory
for, 230
assessing the requirements from the
physicians’ perspective, 230–231
development of prototype, 232–234
translating physicians’ requirements to
engineers’ requirements, 231–233
validation, 233–234
virtual reality (VR), 61
Six Sigma
and lean methodology, 207–209
quality improvement and patient safety, 325
Sizing up model, 150
Skill acquisition, Dreyfus model of, 128
Skills lab evaluation, 223
Skills learning, 29
Social development theory, 237–238
Society of American Gastrointestinal and
Endoscopic Surgeons (SAGES), 56
Standardized LOR (SLOR), 194
Suicide, physicians committed, 491
Suprapubic tube (SPT) placement, 441
Surgeon
as leader, 346–348
as player-coach, 346–348
commitment to goals, 354–358
teaching leadership to surgeons using
cases, 358
Surgeon educator, ergonomics for, 407–408
Surgeon injury, 392, 394, 395
risk factors, 392
gender and anthropometry, 394
lack of ergonomic education, 395
surgical inexperience, 394
surgical modality, 392
Surgeons’ reactions to error, 309–311, 313, 314
management of emotions after adverse
events, 317–318
patient complications, 310
phases of reactions to adverse events,
311–313
psychology of, 314–316
surgical culture on, 316–317Index