Knowledge elicitation of pedagogical needs for TEL-based minimally invasive surgery learning of multiple skills

• I. Oropesa ; M.K. Chmarra ^[2] ; D. Gutiérrez ^[5] ; P. Sánchez-González ^[6] ; C. Guzmán-García ^[1] ; L.F. Sánchez-Peralta ^[3] ; K. Juhos ^[4] ; A. Negoita ^[7] ; G. Wéber ^[4] ; C. Tiu ^[7] ; F.M. Sánchez-Margallo ^[3] ; J. Dankelman ^[2] ; E.J. Gómez ^[6]
  1. [1] Universidad Politécnica de Madrid

     Universidad Politécnica de Madrid

     Madrid, España

     
  2. [2] Delft University of Technology

     Delft University of Technology

     Países Bajos

     
  3. [3] Centro de Cirugía de Mínima Invasión

     Centro de Cirugía de Mínima Invasión

     Cáceres, España

     
  4. [4] Semmelweis University

     Semmelweis University

     Hungría

     
  5. [5] Everis Consultancy Ltd., Valencia, España
  6. [6] Centro de Investigación Biomédica en Red en Bioingeniería, Biomateriales y Nanomedicina, Madrid, España
  7. [7] MEDIS Foundation, Campina, Rumanía

  Mostrar afiliaciones +
• Localización: Libro de Actas del XXXVI Congreso Anual de la Sociedad Española de Ingeniería Biomédica / Ma Gloria Bueno García (dir.), 2018, ISBN 978-84-09-06253-9, págs. 175-178
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Technology enhanced learning (TEL) is nowadays consolidated as a complement for training the different skills required in minimally invasive surgery (MIS). However, its use is fragmented, depending on the availability of TEL resources in hospitals and training centres, addressing individual skills rather than all skills as a whole, and lacking a pedagogical model to support efficient learning. The EASIER project will implement a learning platform supported by a validated pedagogical model and integrate tools and resources to train and assess together all skills required from new surgeons. In this study, we present the early definition stages, in which a knowledge elicitation methodology is developed to capture the know-how of surgeons, engineers and educational psychologists. First results are presented in the form of learning actions and potential means of implementation. This knowledge will be key in defining the pedagogical needs of the platforms.