Surgical simulators in urological training – views of UK Training Programme Directors

Abstract

What's known on the subject? and What does the study add? The role of surgical simulators is currently being debated in urological and other surgical specialties. Simulators are not presently implemented in the UK urology training curriculum. The availability of simulators and the opinions of Training Programme Directors' (TPD) on their role have not been described. In the present questionnaire‐based survey, the trainees of most, but not all, UK TPDs had access to laparoscopic simulators, and that all responding TPDs thought that simulators improved laparoscopic training. We hope that the present study will be a positive step towards making an agreement to formally introduce simulators into the UK urology training curriculum. To discuss the current situation on the use of simulators in surgical training. To determine the views of UK Urology Training Programme Directors (TPDs) on the availability and use of simulators in Urology at present, and to discuss the role that simulators may have in future training. An online‐questionnaire survey was distributed to all UK Urology TPDs. In all, 16 of 21 TPDs responded. All 16 thought that laparoscopic simulators improved the quality of laparoscopic training. The trainees of 13 TPDs had access to a laparoscopic simulator (either in their own hospital or another hospital in the deanery). Most TPDs thought that trainees should use simulators in their free time, in quiet time during work hours, or in teaching sessions (rather than incorporated into the weekly timetable). We feel that the current apprentice‐style method of training in urological surgery is out‐dated. We think that all TPDs and trainees should have access to a simulator, and that a formal competency based simulation training programme should be incorporated into the urology training curriculum, with trainees reaching a minimum proficiency on a simulator before undertaking surgical procedures.

Developing an Anterior Cervical Diskectomy and Fusion Simulator for Neurosurgical Resident Training

“…4,17 Laparoscopic and endoscopic surgical simulators are already well established for general surgical resident training. [23][24][25][26] In a review of these simulators, Carter et al 27 concluded that for surgical simulators to be effective, they must follow the basic principles of assessment that include alignment with the learning content, validity, and reliability. In other words, instruction of a particular surgical task on a simulator must result in acquiring the skills to perform the same procedural task in the operating room.…”

The Simbla TURBT Simulator in Urological Residency Training: From Needs Analysis to Validation

“…The overall realism was median 8 on the 10-point scale (range 6-9). The simulator was judged to be most useful in learning eye-hand coordination (score 8 [6][7][8][9][10]) and least useful in learning to avoid complications (score 6.5 [3][4][5][6][7][8][9]). All aspects of the simulator were rated above the acceptability threshold of 6 of 10, 20 clearly demonstrating face validity and content validity of this simulator.…”

“…6 Simulation training is increasingly used in addition to the classical master-apprentice type of training to provide a safe and controlled environment for learning and preserving skills. 7 Skills training on simulators can reduce the clinical training time by effectively advancing residents through their early learning curve. 8,9 Ideally, simulation-based skills training should be incorporated into urological curricula, requiring residents to reach minimum proficiency on a simulator before being allowed to undertake surgical procedures in a supervised clinical setting.…”

“…8,9 Ideally, simulation-based skills training should be incorporated into urological curricula, requiring residents to reach minimum proficiency on a simulator before being allowed to undertake surgical procedures in a supervised clinical setting. 7 The first step in the development of procedural skills training should be to define the intended and desired outcomes of training. 10 Training objectives, including procedural steps and pitfalls, can be identified by means of a training needs analysis (TNA), where the objectives close the gap between the actual needs of the learners and the desired outcomes of the training.…”

Endoürolojide Simülasyon

“…Simülasyon eğitiminin cerrahi pratikteki performası artırdığına yönelik çok sayıda çalışma bulunmaktadır (3). İngiltere'de 'SIMULATE' adlı pratik eğitim bazlı ulusal simülasyon programı geliştirilmiş ve online olarak bu sistem cerrahi pratikte kullanılmaktadır (4)(5)(6).…”