A Review of the Available Urology Skills Training Curricula and Their Validation (original) (raw)
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Journal of surgical education, 2018
To investigate the impact of decade-long dedicated laparoscopic urology surgical skills course on the successful implementation of surgical services by the participants. A prospective database was maintained for all the participants in urological laparoscopic courses run by a single dedicated unit between January 2016 and December 2016. Data on various variables were collected using a follow-up validated questionnaire exploring speciality of clinical practice, challenges and need for additional training to establish clinical services, improvement in quality and frequency of laparoscopic courses. A subset of participants reported data of their outcomes in a national database available publically. One hundred sixty one delegates were drawn from 18 countries attended laparoscopic skills courses during the study period of 10years. Data were available for 154 (95.65%) participants. There were only 20 (20/154; 12.9%) responses to online website questionnaires despite 3 reminders. Further,...
The role of simulation in urological training - A quantitative study of practice and opinions
The surgeon : journal of the Royal Colleges of Surgeons of Edinburgh and Ireland, 2015
Over the past few decades, simulation-based training has rapidly been adopted by many centres for effective technical and non-technical skills training, as a supplementary method to traditional operating room experience. The aim of this study is to assess the current practice in training and seek opinion regarding the future role of simulation in urological training. A cross sectional survey was designed and distributed amongst expert and trainee urological surgeons. The survey consisted of twenty-two questions that were split into three sections; Introduction (6), Technical Skills training in urology (10) and Non-technical skills training in urology (6). A total of 91 residents and 172 specialists completed the survey. In both groups, there was an agreed consensus that laparoscopic training and exposure was insufficient as only 21% of trainees and 23% of specialists believed that they had sufficient training in this area. Furthermore, both groups lacked simulation-based training in...
An update and review of simulation in urological training
International Journal of Surgery, 2014
Simulation, if appropriately integrated into surgical training, may provide a time efficient, cost effective and safe method of training. The use of simulation in urology training is supported by a growing evidence base for its use, leading many authors to call for it to be integrated into the curriculum. There is growing evidence for the utilisation of part task (technical skills) simulators to shorten the learning curve in an environment that does not compromise patient safety. There is also evidence that non-technical skills affect patient outcomes in the operating room and that high fidelity team based simulation training can improve non-technical skills and surgical team performance. This evidence has strengthened the argument of surgical educators who feel that simulation should be formally incorporated into the urology training curriculum to develop both technical and non-technical skills with the aim of optimising performance and patient safety.
Current Status of Simulation and Training Models in Urological Surgery: A Systematic Review
The Journal of urology, 2016
Increased awareness of patient safety, advances in surgical technology and reduced working times have led to the adoption of simulation-enhanced training. However, simulators available need to be scientifically evaluated before integration into curricula. The aim of this study is to identify the currently available training models for urological surgery, their status of validation and evidence behind each model. Medline, EMBASE and Cochrane library databases were searched for English language articles published between 1990 and 2015, describing urological simulators and/or validation studies of these models. All studies were assessed for level of evidence and each model was subsequently awarded a level of recommendation, using a modified Oxford Centre for Evidence-Based Medicine classification, adapted for education by the European Association of Endoscopic Surgeons. A total of 91 validation studies were identified pertaining to training models in endourology (n=63), laparoscopic su...
Surgical endoscopy, 2016
Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical and non-technical basic urological skills in the local hospital setting. This study aims to assess the educational impact of implementing the D-UPS curriculum in the Netherlands and to provide focus points for improvement of the D-UPS curriculum according to the participants. Educational impact was assessed by means of qualitative individual module-specific feedback and a quantitative cross-sectional survey among residents and supervisors. Twenty out of 26 Dutch teaching hospitals participated. The survey focussed on practical aspects, the D-UPS curriculum in general, and the impact of the D-UPS curriculum on the development of technical and non-technical skills. A considerable survey response of 95 % f...
Simulation training in video-assisted urologic surgery
Current Urology Reports, 2006
The current system of surgical education is facing many challenges in terms of time efficiency, costs, and patient safety. Training using simulation is an emerging area, mostly based on the experience of other high-risk professions like aviation. The goal of simulation-based training in surgery is to develop not only technical but team skills. This learning environment is stress-free and safe, allows standardization and tailoring of training, and also objectively evaluate performances. The development of simulation training is straightforward in endourology, since these procedures are video-assisted and the low degree of freedom of the instruments is easily replicated. On the other hand, these interventions necessitate a long learning curve, training in the operative room is especially costly and risky. Many models are already in use or under development in all fields of video-assisted urologic surgery: ureteroscopy, percutaneous surgery, transurethral resection of the prostate, and laparoscopy. Although bench models are essential, simulation increasingly benefits from the achievements and development of computer technology. Still in its infancy, virtual reality simulation will certainly belong to tomorrow's teaching tools.
Evaluation of Laparoscopic Curricula in American Urology Residency Training
Journal of Endourology, 2011
Purpose: The goal of this study is to evaluate the role of laparoscopic curricula and simulation technology in urology residency training from the perspectives of residents over a 2-year period. Materials and Methods: An anonymous survey was given to urology residents attending the American Urological Association Basic Sciences Course in 2008 and 2009. We evaluated laparoscopic simulator use within a curriculum and use of simulators outside of a curriculum. Face and content validity of simulators were analyzed on a 5-point Likert scale questionnaire. Responses were compared using the unpaired Student t test and chisquare with P < 0.05 considered significant. Results: There were 114 surveys (81.4% response rate) and 76 surveys (43% response rate) evaluated from 2008 and 2009, respectively. Access to a surgical simulator increased from 74.6% to 78%. The percentage of programs with a laparoscopic curriculum expanded from 16.9% to 44%. In 2009, simulators were used more frequently by residents in programs with curricula compared with residents without curricula (P = 0.03). In 2008, 48% of residents and in 2009 72% of residents reported using simulators as ''never'' or ''once or twice a year.'' Of residents, 93% stated that urology programs should use laparoscopic curricula and 82% think simulators should be involved in the curricula. One third of residents agreed that simulators are helpful for skill acquisition, and 80% described their current laparoscopic curriculum as inadequate. Conclusions: The number of urology programs that have invested in simulators continues to expand. Despite access to laparoscopic simulators, residents rarely use them. Residents in programs with laparoscopic curricula report using surgical simulators more often than residents without curricula. Laparoscopic curricula are important, and the incorporation of simulators enhances surgical education.
Journal of Endourology, 2012
Part of the Urology Commons This Article is brought to you for free and open access by the Jefferson Digital Commons. The Jefferson Digital Commons is a service of Thomas Jefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarly publications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers and interested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship. This article has been accepted for inclusion in Department of Urology Faculty Papers by an authorized administrator of the Jefferson Digital Commons.
2016
Background and Purpose: The Fundamentals of Laparoscopic Surgery (FLS TM) skills curriculum has validity evidence supporting use for assessing laparoscopic skills for general surgeons. As charged by the American Urological Association (AUA) Laparoscopy, Robotic, and New Surgical Technology Committee, we sought to develop and validate a urology-specific FLS, referred to as the Basic Laparoscopic Urologic Surgery (BLUS ยช) skills curriculum. The psychomotor component consists of three existing FLS tasks and one new clip-applying task. Materials and Methods: An animate renal artery model was designed for a clip-applying skills task. We assessed the acceptability and construct validity of using BLUS for basic laparoscopic skills assessment for urologists. A cohort of practicing urologists, fellows, residents, and medical students completed the tasks at the AUA Annual Meetings in 2010 and 2011. Results: All exercises were acceptable and demonstrated excellent face and content validity (> 4.5/5 on a fivepoint Likert scale). Practicing clinical urologists (N = 81) outperformed residents and medical students (N = 35) in time to completion of circle cut (P < 0.01) and in keeping scissor tips toward the center of the circle (P < 0.01). Practicing urologists who reported > 3 laparoscopic procedures per week were faster at the peg-transfer exercise (P < 0.05) and the cutting exercise (P < 0.01) than those reporting one to two procedures. More errors were committed for clip-applying among practicing urologists who perform one to two laparoscopic procedures (1.24) vs. those who perform > 3 procedures (0.57) per week (P < 0.01). Conclusions: All exercises including the novel clip-applying model demonstrated good acceptability and evidence of construct validity (face, content, concurrent and convergent validity) for assessment of basic laparoscopic skill for urologic surgeons.