Lessons learned: end‐user assessment of a skills laboratory based training programme for urology trainees

Abstract

RESULTS• During the study period, 35 individual workshops were conducted.• In all, 41 of 43 eligible participants completed the survey for a response rate of 95%.• Overall, 26 (63%) found the experience valuable, interesting and useful.• Of the remainder (37%), four (10%) found it interesting but not useful to training, five (12%) found it useful and a good idea but not well conducted, and two (5%) found it neither interesting nor useful for training.• Workshop success was intimately related to the quality of the simulator or model used: highly rated workshops consistently used models that were 'realistic' and 'lifelike', while poorly rated workshops were associated with models considered 'impossible' and 'not tested' . CONCLUSIONS• The use of skills laboratory based workshops can enhance the surgical training of urology residents, at least as assessed by the end-users themselves.• However, closer attention to the selection and use of properly tested and validated models may maximize the educational opportunity.• Translational research prospectively examining the impact of workshops on live patient surgery and outcomes is still required.

Lessons Learned and New Challenges: Re-evaluation of End-User Assessment of a Skills-Based Training Program for Urology Trainees

“…The program developed by USANZ in 2004 was well received by the Victorian urology trainees who attended and evaluated the initial 5 years of its existence. 5…”

“…The program underwent an evaluation process in 2009, the results of which were published in a study in 2011. 5 The findings at that time were that the simulation sessions were of value to urology trainees but had several areas of potential improvement. 5 Of particular concern was the need for appropriate models and the recommendation that modern techniques be covered by the program such as photo-selective vaporization of the prostate and renal transplantation.…”

“…5 Of particular concern was the need for appropriate models and the recommendation that modern techniques be covered by the program such as photo-selective vaporization of the prostate and renal transplantation. 5…”

Urology technical and non‐technical skills development: the emerging role of simulation

“…While it is surmised that additional tuition improves the level of learning, application of this model warrants further study [49]. This type of simulation teaching with feedback is currently offered to junior urology trainees [50].…”

“…Some of this already takes place and can be expanded [50]. Initial laparoscopic and open surgical skills could be taught using model based labs [73].…”