How to Implement a Simulation-Based Education Programme: Lessons from the UK Urology Simulation Boot Camp

Abstract

The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees’ confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties.

The utility of urological clinical and simulation training for Sub‐Saharan Africa

“…In the UK, a 5-day 'Bootcamp', developed for new urology specialist trainees, places simulation at the heart of its ethos [24][25][26][27][28]. Delivered and supported by experienced urologists, and allied specialists, it provides an uninterrupted period of intense core urological training and gives trainees real-time feedback.…”

The need for a course to complete urological education for consultant practice using a simulated ‘boot camp’ structure at the end of specialist training: A survey-based study

“…We present objective data from an online survey about a potential pre-consultant simulation boot camp utilising data from a mixture of senior trainees and consultants. The UK ST3 urology boot camp has gained acceptance and popularity nationally and internationally as a paradigm for the development of the basic knowledge and skills required for a first-year ST. 15,19 Considering this experience, we believed that a similar model would help provide the key higher-level clinical and non-clinical knowledge and skills required for a first-year consultant prior to their exit from specialist training. The principal outcome of the survey was to design a pilot course.…”

“…14 The Leeds Urology Simulation Boot Camp (USBC) for Year 3 specialty trainees (ST3) has shown to be welcoming, enjoyable and effective in providing basic clinical skills at the start of a urological career. [15][16][17][18][19] Consequently, it seemed appropriate to consider a pre-consultant USBC to help provide the vocational non-clinical skills required before a consultant appointment. The aim of this study was to explore the desire for such a course, define its potential components, and when and how it would best be delivered for UK urological trainees.…”

Urology boot camp for medical students: Using virtual technology to enhance undergraduate education

“…In the UK, newly appointed urology registrars take part in the, now mandatory, registrar boot camp where delegates receive training in the core skills and knowledge required for starting work as a urology registrar 31 . The strengths of the medical student boot camp are similar to the registrar boot camp such as its intensive, high‐yield teaching style and use of simulation 32 . The registrar course has been well‐received by trainees with overwhelmingly positive feedback and a statistically demonstrable improvement in competence 33 .…”