A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course

Kailavasan, Mithun; Hanchanale, Vishwanath; Rajpal, Sanjay; Morley, Roland; Mcllhenny, Craig; Somani, Bhaskar K.; Nabi, Ghulam; Gowda, Raj; Jain, Sunjay; Biyani, Chandra Shekhar; Myatt, Andy

doi:10.1016/j.jsurg.2018.06.020

Cited by 20 publications

(13 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The tool is very task and step‐specific for a particular procedure and generalisation like GAUES would not be possible. The GAUES score can be useful both to give formative and summative feedback and in competency assessment [36]. We believe our tool allows task‐specific and step‐based global measure of endourological skills because of simplicity and applicability in multiple procedures during simulation training.…”

Section: Discussionmentioning

confidence: 99%

Global Assessment of Urological Endoscopic Skills (GAUES): development and validation of a novel assessment tool to evaluate endourological skills

et al. 2020

Self Cite

View full text Add to dashboard Cite

Objective To develop and evaluate an assessment tool for endourological skills during simulation including cystoscopy, ureteroscopy (URS) and transurethral resection (TUR) procedures. Methods We designed a Global Assessment of Urological Endoscopic Skills (GAUES) tool, comprised of nine endourology task‐specific and two global‐rating skills items. The tool was developed through two rounds of the Delphi process. The GAUES tool was used to assess acquisition of URS and TUR skills of novices (Year 2 core surgical trainees, CT2) and intermediate level trainees (residents at the start of the UK higher surgical training programme in Urology, Speciality Trainee Year 3, ST3) at the Urology Simulation Boot Camp (USBC) between 2016 and 2018. Validity was evaluated by comparing scores between trainees with different levels of urological experience. Inter‐rater reliability was also assessed. Results We evaluated 130 residents, 52% of trainees were at an intermediate stage of training and 39% were novices. In all, 9% of the anonymous forms were missing demographics. The completion rate of the GAUES tool during the USBC for URS and TUR was 85% and 89%, respectively. Our analysis demonstrated a significant difference in all domains between intermediates and novices at assessment in URS, except for one domain more suited to clinical assessment (P = 0.226). There was excellent intraclass correlation (ICC) overall between the two experts’ judgements, ICC = 0.841 (95% confidence interval 0.767–0.893; P < 0.001, n = 88). Conclusions We have developed the novel GAUES tool for cystoscopic, URS and TUR skills. Overall, we demonstrated good face, content and construct validity and excellent reliability, suggesting that the GAUES tool can be useful for endourological skills assessment.

show abstract

Section: Discussionmentioning

confidence: 99%

Global Assessment of Urological Endoscopic Skills (GAUES): development and validation of a novel assessment tool to evaluate endourological skills

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, we identified seven studies (Table 2) presenting a training curriculum [22,[33][34][35][36][37][38], four of them in TURP [22,34,36,38], and three in PVP [33,35,37]. Finally, we found five studies presenting courses of TURP and PVP training [38][39][40][41][42].…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Simulation training in transurethral resection/laser vaporization of the prostate; evidence from a systematic review by the European Section of Uro-Technology

et al. 2021

View full text Add to dashboard Cite

Purpose Transurethral resection (TURP) and photoselective vaporization of the prostate (PVP) constitute established surgical options to treat benign prostate hyperplasia. We investigated the current literature for simulators that could be used as a tool for teaching urologists alone or within the boundaries of a course or a curriculum. Methods A literature search was performed using PubMed, Scopus, EMBASE, and Cochrane Central Register of Controlled Trials-CENTRAL. Search terms included: Simulat*, train*, curricull*, transurethral, TUR*, vaporesect*, laser. The efficacy of different simulators and the impact of different devices, curricula and courses in training and trainee learning curves were the primary endpoints. Results Thirty-one studies are selected and presented. Validated virtual reality TURP simulators are the UW VR, PelvicVision, Uro-Trainer, and TURPsim™. Validated synthetic TURP models are Dr. K. Forke's TURP trainer, Bristol TURP trainer, different tissue prostate models, and 3D-printed phantoms. The Myo Sim PVP and the GreenLightTM are sufficiently validated PVP simulators. Several TURP and PVP training curricula have been developed and judged as applicable. Finally, the TURP modules of the European Urology Residents Education Programme (EUREP) Hands-on Training course and the Urology Simulation Bootcamp Course (USBC) are the most basic annual TURP courses identified in the international literature. Conclusions Simulators and courses or curricula are valuable learning and training TURP/PVP tools. The existent models seem efficient, are not always adequately evaluated and accepted. As part of training curricula and training courses, the use of training simulators can significantly improve quality for young urologists' education and clinical practice.

show abstract

“…The content was based on the current JSCT urological training curriculum to provide a standardised foundation of urological knowledge and skills required to work as a competent junior urology registrar. The benefits of positioning the course at the start of the registrar training scheme was thought to optimise the opportunity to practise the skills early in training, reduction of potential anxiety trainees may experience prior to starting a new role and maximisation of patient safety by ensuring trainees learn good habits as early as possible in their careers [ 24 ]. There is the additional benefit that new trainees can meet their colleagues from hospitals nationwide who they will be working alongside during their 5-year training, and future consultancy posts.…”

Section: Course Objectivesmentioning

confidence: 99%

“…Overall, the improvement in technical ability demonstrated through intensive simulation training is consistent with the evidence in contemporary literature that both high- and low-fidelity surgical simulators are useful tools in the acquisition of core urological skills [ 15 , 19 – 21 ]. For further details on how an intensive surgical simulation course can improve competency progression, our previous reports on evaluating trainee progression during simulation training highlight the issue [ 24 ]. Delegate feedback regarding non-technical skills demonstrated that delegates felt able to further their skills in communication, delegation and prioritisation.…”

Section: Evaluation Of Outcomesmentioning

confidence: 99%

“…Throughout the years of course delivery, regular critical evaluation of feedback has been carried out amongst the core course organising group. A full report is regularly compiled and shared with sponsors, and results have been continually published in peer-reviewed journals [ 23 , 24 , 43 ]. In addition, many key stakeholders have been invited to observe the course delivery, with the aim of encouraging faculty members and allowing sponsors to see the immediate impact of their support.…”

Section: Course Adaptationsmentioning

confidence: 99%

See 1 more Smart Citation

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

Please

Biyani

2021

Indian J Surg

Self Cite

View full text Add to dashboard Cite

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.

show abstract

A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course

Cited by 20 publications

References 19 publications

Global Assessment of Urological Endoscopic Skills (GAUES): development and validation of a novel assessment tool to evaluate endourological skills

Global Assessment of Urological Endoscopic Skills (GAUES): development and validation of a novel assessment tool to evaluate endourological skills

Simulation training in transurethral resection/laser vaporization of the prostate; evidence from a systematic review by the European Section of Uro-Technology

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

Contact Info

Product

Resources

About