ArticleSurgical endoscopy2026
Asynchronous tele-mentoring in proficiency-based training for the fundamentals of laparoscopic surgery (FLS): a use of smartphones and deliberate practice.
Article in Surgical endoscopy, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe Fundamentals of Laparoscopic Surgery (FLS) curriculum is a validated simulation program for surgical training, yet time constraints in clinical settings limit faculty-guided skill acquisition. This study aimed to implement an asynchronous tele-mentoring model using smartphones and deliberate practice to train residents to FLS proficiency. METHODS AND PROCEDURES: Surgical residents (PGY1-5) engaged in self-directed practice of FLS psychomotor tasks without restrictions on session frequency or duration. Smartphones mounted inside FLS boxes recorded performances, mimicking the onboard camera angle. Residents submitted videos post-practice to an expert instructor, who provided written feedback within 24-48 h. Feedback themes were analyzed qualitatively using artificial intelligence (ChatGPT).
resultsForty-one residents (2017-2024) participated. Thematic analysis revealed early feedback emphasized technical skill development (62% of comments, e.g., instrument handling), shifting to efficiency optimization (22%) and error reduction (10%) as proficiency increased. All residents surpassed the FLS passing score (356), achieving a mean score of 598 (± 72.9 SD), with a range of 421-721.
conclusionThis asynchronous tele-mentoring model demonstrates feasibility in proficiency-based FLS training, combining self-directed practice with timely expert feedback. Smartphone integration and AI-aided feedback analysis enhance accessibility and objectivity, addressing barriers to faculty availability. The evolution of feedback themes aligns with skill acquisition theory, underscoring the value of structured, phase-specific guidance. AI's role in parsing feedback patterns offers scalability without compromising expert-led mentorship. This approach provides a framework for flexible, technology-enhanced surgical education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.