Impact of urology simulation boot camp in improving endoscopic instrument knowledge

Abstract

ObjectiveEducation and training of surgeons has traditionally focused on the development of individual knowledge, technical skills and decision making. Knowledge about endoscopic instruments is one of the core elements of urological training. We assessed the precourse knowledge of newly appointed urology trainees and the impact of boot camp in improving their knowledge.MethodsNewly appointed specialty trainees in urology took part in a pilot 5-day urology simulation boot camp (USBC). The aim of the USBC was to improve their confidence, procedural performance and non-technical skills, with one of the modules looking at the trainees’ knowledge about common endoscopic instruments in urology. Delegates were first asked to identify and assemble the instruments, followed by one-to-one teaching about the instruments. An Objective Structured Assessment Tool was used to assess their knowledge in the identification and assembly of the cystoscope, resectoscope and optical urethrotome, before and at the end of the course.ResultsData of two successive boot camps were collected to assess knowledge of instruments of newly appointed urology trainees. Majority of the trainees had good precourse knowledge of the cystoscopy kit, with 84% able to correctly identify the parts. Seventy-six per cent of candidates were able to identify the resectoscope equipment, but only approximately a third of trainees were able to correctly identify the urethrotome kit. The assembly of cystoscope, resectoscope and urethrotome was performed correctly in 74%, 42% and 32% at baseline and 94%, 90% and 77% postcourse, respectively. Overall performance improved significantly in the postcourse assessment (<0.001).ConclusionThis urology boot camp has addressed gaps in trainees’ core equipment knowledge and guided them to improve their knowledge with respect to identification and assembly of cystoscope, resectoscope and urethrotome.

Development and implementation of a national quality improvement skills curriculum for urology residents in the United Kingdom: A prospective multi-method, multi-center study

“…Integrating with existing education and training infrastructure; aligning the educational aims of the new QI curriculum with the national standards required of trainees (i.e., to present a completed QI project approved by their educational supervisors to be able to complete their residency); and working in close collaboration with the national body (BAUS) are all implementation and sustainability drivers for the EQUIP programme. Early scalability of the training is ensured through integration with the bootcamp: as of 2018, and in light of the emerging evidence of its educational value, 17,19 including the present study, the bootcamp has been designated as mandatory part of year 1 urology residents training, which means ongoing delivery of our improvement science training to eventually all urology residents in the UK, longitudinally.…”

“…18 This approach was further designed to fit with the overall Bootcamp evaluation strategy: satisfaction data are elicited for the entire Bootcamp; supplemented with focused in-depth selfcontained evaluations of specific sessions within the Bootcamp (e.g., see recent evaluation of residents' knowledge of endoscopic instruments used in urologic surgery, carried out within the bootcamp). 19 We assessed residents' knowledge (through multiple choice questions adapted from the bank of questions available from the Institute for Healthcare Improvement (IHI: www.ihi.org); selfreported skills in carrying out a QI project; attitudes towards QI (through adapted multi-item scales previously validated for use in assessing junior residents' attitudes to patient safety (10); and satisfaction with the content and delivery of the curriculum (assessed via items scored on 1e5 Likert scales, with higher scores indicating higher satisfaction; and free-text comments).…”

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

“…A short course 'Boot camp' has proven both a cost-effective model to provide this sort of vocational training and effective as a longer-term educational provision. [13][14][15][16][17] Any introductory knowledge provided by such an intensive primer, at the end of training, could then be enhanced by Continuing Professional Development within consultant practice. The development of, in particular, nontechnical skills, utilising well-established educative vehicles such as scenario-based education 22,23 could provide a training continuum established from the platform started prior to CCT.…”

“…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.…”

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

“…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.…”