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Objectives The objective of our study was to study trainees' feedback and rating of models for training transurethral resection of bladder lesions (TURBT) and prostate (TURP) during simulation. Methods The study was performed during the ''Transurethral resection (TUR) module" at the boot camp held in 2019. Prior to the course, all trainees were required to evaluate their experience in performing TURBT and TURP procedures. Trainees simulated resection on two different models; low-fidelity tissue model (Samed, GmBH, Dresden, Germany) and virtual reality simulator (TURPMentor, 3D Systems, Littleton, US). Following the completion of the module, trainees completed a questionnaire using a 5-point Likert scale to evaluate their assessment of the models for surgical training. Results In total, 174 simulation assessments were performed by 56 trainees(Samed Bladder-40, Prostate-45, TURPMentor Bladder-51, Prostate-37). All trainees reported that they had performed < 50 TUR procedures. The Samed model median scores were for appearance (4/5), texture (5/5), feel (5/5) and conductibility (5/5). The TURPMentor median score was for appearance (4/5), texture and feel (4/5) and conductibility (4/5). The most common criticism of the Samed model was that it failed to mimic bleeding. In contrast, trainees felt that the TURPMentor haptic feedback was inadequate to allow for close resection and did not calibrate movements accurately. Conclusions Our results demonstrate that both forms of simulators (low-fidelity and virtual reality) were rated highly by urology trainees and improve their confidence in performing transurethral resection and in fact complement each other in providing lower tract endoscopic resection simulation.

Introduction: Medical education boot camps have been shown to be effective courses to improve skills and confidence although the definition of what a boot camp is and how it differs from a skills course is not clear. We propose the definition of a boot camp to be an intensive course delivered at the start of a new clinical role designed to provide foundation to a curriculum through practical training. Method: PubMed search using term "Boot Camp" and "Boot camp" with abstracts of results reviewed to determine if courses were at a transition in training role and if a curriculum was referred to. Results: There were 109 relevant abstracts referring to boot camp courses. 81% referred to a curriculum and 74% of courses occurred at a transition in training roles. Half of all the abstracts were from surgical or surgical subspecialty curricula. Conclusion: Our definition of a medical education boot camp is supported by the literature review performed. We hope that by defining boot camps it will encourage others to develop curriculum specific courses to support their trainees as they develop and enter new roles.

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