Novas ferramentas de ensino cirúrgico a distância em retina
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Data
2024-03-06
Autores
Lucatto, Luiz Filipe Adami [UNIFESP]
Orientadores
Rodrigues, Eduardo Büchele [UNIFESP]
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
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Resumo
Objetivo: Analisar como os recursos online, como vídeos cirúrgicos em redes sociais e ferramentas de telementoria, impactam o ensino cirúrgico de oftalmologistas especialistas em retina, considerando diferentes estágios de carreira. Métodos: Especialistas em retina em diferentes estágios de carreira foram convidados a participar de três estudos diferentes. No primeiro estudo, em uma pesquisa transversal, vídeos cirúrgicos online disponibilizados no YouTube foram avaliados quanto à utilidade e à qualidade, utilizando a escala CEIVTIS (Casey Eye Institute Vitrectomy Indices Tool for Skills assessment). O segundo estudo foi uma pesquisa transversal, onde um questionário online foi enviado aos especialistas para avaliar o uso de vídeos cirúrgicos como ferramenta complementar de ensino. O terceiro foi um estudo randomizado, controlado e comparou um método de mentoria presencial com a telementoria em uma técnica de fixação de lentes intraoculares (LIO), utilizando um sistema de visualização NGENUITY® 3D Visualization System (Alcon, Fort Worth, TX, USA). Resultados: A qualidade geral dos vídeos cirúrgicos de retina disponíveis no Youtube foi classificada como boa em 63,3%; esta classificação não teve diferenças estatísticas nas diferentes fases de carreira. Cirurgiões em formação graduaram a utilidade dos vídeos de maneira significativamente maior que cirurgiões com mais de dez anos de carreira. A maioria dos cirurgiões de retina usam vídeos cirúrgicos como forma complementar de ensino e a plataforma mais utilizada é o YouTube. Na avaliação da telementoria como método complementar de ensino cirúrgico, não foram encontradas diferenças significativas entre os resultados obtidos na mentoria presencial e na telementoria para o treinamento da técnica de fixação escleral em quatro pontos, utilizando suturas de politetrafluoretileno. No entanto, cirurgiões com mais de 13 anos de carreira apresentaram piores resultados quando orientados remotamente. Conclusões: Vídeos disponíveis em domínios públicos não são regulados, e sociedades de retina podem formular guidelines para melhorar o valor educacional dos conteúdos postados na internet. Vídeos cirúrgicos vitreorretinianos representam uma ferramenta educacional útil para cirurgiões em todos os estágios de carreira. A telementoria é uma ferramenta educacional, que pode diminuir barreiras geográficas e facilitar a transferência de habilidades e conhecimentos cirúrgicos na oftalmologia.
Objective: To analyze how online resources, such as surgical videos on social networks and telementoring tools, impact the surgical education of retina specialist ophthalmologists, considering different career stages. Methods: Retina specialists at different career stages were invited to participate in three separate studies. In the first study, online surgical videos available on YouTube were evaluated for usefulness and quality using the CEIVTIS (Casey Eye Institute Vitrectomy Indices Tool for Skills assessment) scale. The second study was a cross-sectional survey, in which an online survey was sent to specialists to evaluate the use of online surgical videos as a complementary teaching tool. The third was a randomized, controlled study that compared a face-to-face mentoring method with telementoring in an intraocular lens (IOL) fixation technique using an NGENUITY® 3D Visualization System (Alcon, Fort Worth, TX, USA). Results: The overall quality of retinal surgical videos on YouTube was rated as good by 63.3%; this rating had no statistical differences in the different career stages. Surgeons in training rated the usefulness of videos significantly higher than surgeons with more than ten years of experience. Most retinal surgeons use surgical videos as a complementary form of teaching; the most used platform is YouTube. In evaluating telementoring as a complementary method of surgical teaching, no significant differences were found between the results obtained in face-to- face mentoring and telementoring for training in the four-point scleral fixation technique using polytetrafluoroethylene sutures. However, surgeons with more than 13 years of experience had worse results when mentored remotely. Conclusions: Videos available on public domains are not regulated, and retinal societies can formulate guidelines to improve the educational value of content posted on the internet. Vitreoretinal surgical videos represent a valuable educational tool for surgeons at all stages of their careers. Telementoring is an educational tool that can reduce geographical barriers and facilitate the transfer of surgical skills and knowledge in ophthalmology.
Objective: To analyze how online resources, such as surgical videos on social networks and telementoring tools, impact the surgical education of retina specialist ophthalmologists, considering different career stages. Methods: Retina specialists at different career stages were invited to participate in three separate studies. In the first study, online surgical videos available on YouTube were evaluated for usefulness and quality using the CEIVTIS (Casey Eye Institute Vitrectomy Indices Tool for Skills assessment) scale. The second study was a cross-sectional survey, in which an online survey was sent to specialists to evaluate the use of online surgical videos as a complementary teaching tool. The third was a randomized, controlled study that compared a face-to-face mentoring method with telementoring in an intraocular lens (IOL) fixation technique using an NGENUITY® 3D Visualization System (Alcon, Fort Worth, TX, USA). Results: The overall quality of retinal surgical videos on YouTube was rated as good by 63.3%; this rating had no statistical differences in the different career stages. Surgeons in training rated the usefulness of videos significantly higher than surgeons with more than ten years of experience. Most retinal surgeons use surgical videos as a complementary form of teaching; the most used platform is YouTube. In evaluating telementoring as a complementary method of surgical teaching, no significant differences were found between the results obtained in face-to- face mentoring and telementoring for training in the four-point scleral fixation technique using polytetrafluoroethylene sutures. However, surgeons with more than 13 years of experience had worse results when mentored remotely. Conclusions: Videos available on public domains are not regulated, and retinal societies can formulate guidelines to improve the educational value of content posted on the internet. Vitreoretinal surgical videos represent a valuable educational tool for surgeons at all stages of their careers. Telementoring is an educational tool that can reduce geographical barriers and facilitate the transfer of surgical skills and knowledge in ophthalmology.
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Citação
LUCATTO, Luiz Filipe Adami. Novas ferramentas de ensino cirúrgico a distância em retina. 2024. 124 f. Tese (Doutorado em Oftalmologia e Ciências Visuais) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP). São Paulo, 2024.