Impact of urology simulation boot camp in improving endoscopic instrument knowledge (original) (raw)
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A Review of the Available Urology Skills Training Curricula and Their Validation
Journal of Surgical Education, 2014
BACKGROUND: The transforming field of urological surgery continues to demand development of novel training devices and curricula for its trainees. Contemporary trainees have to balance workplace demands while overcoming the cognitive barriers of acquiring skills in rapidly multiplying and advancing surgical techniques. This article provides a brief review of the process involved in developing a surgical curriculum and the current status of real and simulationbased curricula in the 4 subgroups of urological surgical practice: open, laparoscopic, endoscopic, and robotic.
Background: This study aims to evaluate the knowledge of new interns regarding urethral catheterization (UC), and to assess the effectiveness of our institutional boot camp in improving their knowledge score and confidence level (CL). Methods: The urology boot camp is a one-day curriculum conducted yearly for new interns at our university hospital to teach UC. The workshop has three modules: interactive PowerPoint presentation, skill demonstration by videos, and simulation on male and female dummies. Before the workshop, the trainee’s knowledge and confidence levels regarding UC are analyzed by a pre-training survey. At the end of the session, each trainee undergoes an examination based on a skill assessment sheet with a final knowledge score.Results: For the 2020-2021 academic year, 40 new medical interns participated in the urology boot camp. Only 15% felt prepared correctly. The majority didn’t know the difference between catheter types and sizes (92%), the best patient position ...
UP-135 Development of a portable endoscopic training system for urology
2021
S144 UP-135 Development of a portable endoscopic training system for urology Jeremy Cepek1, Noah Stern1, Sumit Dave1, Zhan Tao (Peter) Wang1 1Urology, Western University, London, ON, Canada Introduction: Mastering a surgical skill requires experience and repetition, yet opportunities for surgical trainees to gain real experience is variable and limited by case load. Surgical simulators have emerged to attempt to overcome these limitations. In urology, few commercially available simulators exist. One that has seen limited adoption, the URO Mentor, has been validated in several studies. However, this system is expensive, at $60 000 USD, and is not portable. The goal of this work is to develop and validate a lowcost, portable endoscopic simulation system for training urology residents. Methods: We developed a system that simulates the experience of endoscopy in urology. The system consists of a smartphone/tablet application (app) that displays an endoscopic camera view, and a wireless ...
High acceptability of a newly developed urological practical skills training program
BMC urology, 2015
Benefits of simulation training are widely recognized, but its structural implementation into urological curricula remains challenging. This study aims to gain insight into current and ideal urological practical skills training and presents the outline of a newly developed skills training program, including an assessment of the design characteristics that may increase its acceptability. A questionnaire was sent to the urology residents (n = 87) and program directors (n = 45) of all Dutch teaching hospitals. Open- and close-ended questions were used to determine the views on current and ideal skills training and the newly developed skills training program. Eight semi-structured interviews were conducted with 39 residents and 15 program directors. All interviews were audiotaped, fully transcribed, and thereafter analyzed. Response was 87.4% for residents and 86.7% for program directors. Residents appeared to be still predominantly trained 'by doing'. Structured practical skill...
Journal of surgical education, 2018
To evaluate skills progression at the Urology Simulation Boot Camp (USBC), a course intended to provide urology trainees with 32hours of 1:1 training on low and high-fidelity simulators. In this single-group cohort study, trainees rotated through modules based on aspects of the United Kingdom urology residency curriculum and undertook a pre and postcourse MCQ. Specific procedural skill was evaluated by an expert and graded as either: "A"-Good (≥4 on a 5-point Likert Scale) or "B"-Poor (Likert scale of 1-3). Competence progression was calculated as the change in score between baseline and final assessments. The USBC was held at St James' University Hospital, Leeds, U.K. Of the 34 trainees attended the second USBC, 33 trainees participated in all the pre and postcourse assessments. The mean duration of urology training prior to undertaking the USBC was 15 months. Competence progression was assessed in 33 urology trainees. Mean MCQ scores improved by 16.7% (p &l...
Non-technical skills: a review of training and evaluation in urology
World Journal of Urology
Purpose With non-technical skills (NTS) deficits being recognised as a major cause for error in surgery, there is an increasing interest in their training and evaluation. A growing number of training courses are emerging and some NTS curricula have also been created. Many different training methods are described in the literature but there is still uncertainty with regards to their optimum combination within a curriculum. Methods A literature review of the electronic database Medline was performed. All articles published before December 2018 were screened by abstract and included if deemed relevant by the author. The included articles’ reference lists were also screened for further relevant studies. Results Simulation training is accepted as the most effective way to train NTS. Within simulation training, it is shown that the ‘igloo’ full immersion/distributed simulation environment is appropriate for teaching NTS in urological scenarios where a designated operating room or space is...
Preliminary Evaluation of a Genitourinary Skills Training Curriculum for Medical Students
Journal of Urology, 2009
CF-III ϭ Clinical Foundations III DRE ϭ digital rectal examination GU ϭ genitourinary GUST ϭ Genitourinary Skills Training MCQ ϭ multiple choice SP ϭ standardized patient TE ϭ testicular examination ). † Financial interest and/or other relationship with Astellas, Karl Storz, Intuitive Surgical, Simbionix, Ethicon Endo-Surgical, EndoCare and METI Inc.
Canadian Urological Association Journal
Introduction: The Royal College of Physicians and Surgeons of Canada’s Competence by Design (CBD) initiative presents curricula challenges to ensure residents gain proficiency while progressing through training. To prepare first-year urology residents (R1s), we developed, implemented, and evaluated a didactic and simulation-focused boot camp to implement the CBD curriculum. We report our experiences and findings of the first three years. Methods: Urology residents from two Canadian universities participated in the two-day boot camp at the beginning of residency. Eleven didactic and six simulation sessions allowed for instruction and deliberate practice with feedback. Pre-and post-course multiple-choice questionnaires (MCQs) and an objective structured clinical exam (OSCE) evaluated knowledge and skills uptake. For initial program evaluation, three R2s served as historical controls in year 1. Results: Nineteen residents completed boot camp. The mean age was 26.4 (±2.8) and 13 were ma...
Simulation-based flexible ureteroscopy training using a novel ureteroscopy part-task trainer
Canadian Urological Association Journal, 2015
Introduction: Simulation-based training (SBT) is being increasingly used for novice trainees as a means of overcoming the early learning curve associated with new surgical skills. We designed a SBT flexible ureteroscopy (fURS) course using a novel inanimate training model (Cook Medical, Bloomington, IN; URS model). We evaluated the course and validated this Cook URS model. Methods: A 2-week SBT fURS course was designed for junior level urology trainees at 2 Canadian universities. The curriculum included didactic lectures, hands-on training, independent training sessions with expert feedback, and use of the Cook URS parttask model. Baseline and post-course assessments of trainee fURS skills were conducted using a standardized test task (fURS with basket manipulation of a calyceal stone). Performances were videorecorded and reviewed by 2 blinded experts using a validated assessment device. Results: Fifteen residents (postgraduate years [PGY] 0-3) participated in the course. Of the participants, 80% rated the Cook URS model as realistic (mean = 4.2/5) and 5 endourology experts rated it as useful as a training device (mean = 4.9/5), providing both face and content validity. The mean overall performance scores, task completion times, and passing ratings correlated with trainee clinical fURS experience-demonstrating construct validity for the Cook URS model. The mean post-course task completion times (15.76 vs. 9.37 minutes, p = 0.001) and overall performance scores (19.20 vs. 25.25, p = 0.007) were significantly better than at baseline. Post-course performance was better in all domains assessed by the validated assessment device. Conclusions: This study demonstrates that a SBT curriculum for fURS can lead to improved short-term technical skills among junior level urology residents. The Cook URS model demonstrated good face, content and construct validity.