Shared learning utilizing digital methods in the innovation of surgery: A scoping review protocol (Preprint)

BACKGROUND Surgical innovation can lead to important improvements in patient outcomes. Currently, information and knowledge about novel procedures and devices is disseminated informally and in an unstandardized way (e.g., through social media). This can lead to ineffective and inefficient sharing of learning amongst surgeons, which can result in harmful repetition of mistakes and delay in the uptake of promising innovation. Improvements are needed in the way that learning in surgical innovation is shared through development of novel, real-time, informed by contemporary and comprehensive investigation of existing methods. OBJECTIVE The aim of this scoping review is to explore the application of existing digital methods for training/education and feedback to surgeons in the context of performing invasive surgical procedures. This work will: (i) summarize existing methods for shared learning in surgery and how they are characterized and operationalized, (ii) examine the impact of their application, and (iii) explore their benefits and barriers to implementation. The findings of this scoping review will inform the development of novel, real-time methods to optimize shared learning in surgical innovation. METHODS This study will adhere to recommended guidance for conducting scoping reviews. A total of six different searches will be conducted within multiple sources (two electronic databases, journals, social media, grey literature, commercial websites, and snowball searches) to comprehensively identify relevant articles and data. Searches will be limited to articles published in English language within the last five years. Wherever possible, a two-stage study selection process will be followed whereby eligibility of articles will be assessed through title/abstract, and full-text screening independently by two reviewers. Inclusion criteria will be articles providing data on: (i) fully qualified theatre staff involved in performing invasive procedures, (ii) one or more methods for shared learning (i.e., digital means for training/education and feedback), and (iii) qualitative or quantitative evaluations of this method. Data will be extracted (10% double data extraction by an independent reviewer) into a piloted proforma and analyzed using descriptive statistics, narrative summaries and principles of thematic analysis. RESULTS The study commenced in October 2021 and is planned to be completed in 2022. To date, systematic searches were applied to two electronic databases (Medline, Web of Science) and returned a total of 6,994 records. The results of this scoping review will be published as open access in a peer-reviewed journal. CONCLUSIONS This scoping review of methods for shared learning in surgery is, to our knowledge, the most comprehensive and up-to-date investigation that maps the current information on this topic. Ultimately, efficient and effective sharing of information and knowledge of novel procedures and devices has the potential to optimize evaluation of early phase surgical research and reduce harmful innovation. CLINICALTRIAL n/a