Teaching Transurethral Prostatic Resection using Cadaver Bladder

Napwani, K.P.; Reid, Everett C.

doi:10.1016/s0022-5347(17)62283-3

Cited by 12 publications

(7 citation statements)

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“…The cadaver has long been used to teach gross anatomy and more recently to teach surgical proccdures (Narwani & Reid 1969;Henry et al 1976;Silverman 1979;Fullerton et al 1981) but there are no reports of the use of cadavers to teach these common practical procedures.…”

Section: Discussionmentioning

confidence: 99%

A cadaver workshop to teach medical procedures

et al. 1986

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A seminar and workshop were conducted to train students in the indications, techniques and hazards of common diagnostic and therapeutic procedures in general medicine. Cadavers were utilized to teach the techniques of thoracentesis, pleural biopsy, chest-tube insertion, bone marrow biopsy and aspiration, paracentesis, percutaneous liver biopsy and arthrocentesis. The use of cadavers was realistic and provided standardized instruction to each student. The method gave students an opportunity to become familiar with equipment, techniques, indications and hazards of each procedure prior to actual performance. It is readily adapted to a wide variety of additional procedures.

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Section: Discussionmentioning

confidence: 99%

A cadaver workshop to teach medical procedures

et al. 1986

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“…Training systems have been developed to overcome this problem. Cadaver organs were the first endoscopic training model, and were followed by various synthetic models [1–4] used primarily for resection of the prostate and secondarily for ureterorenoscopy (URS) [5,6]. Although these models offered training close to the clinical situation, they were inappropriate for the upper urinary tract, with drawbacks such as the lack of blood flow and fluoroscopic control.…”

Section: Introductionmentioning

confidence: 99%

Validation of computer‐based training in ureterorenoscopy

et al. 2005

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and treatment success. A further five urological residents with no endourological experience were trained on the UroMentor in rigid URS for ureteric stone treatment. Their acquired clinical skills were subsequently compared to those of five urological residents who received no simulator training. RESULTSAll 20 experienced urologists disintegrated the stone on the simulator, and the score achieved was related to their personal experience; there was a significant difference in performance in those with < 40 and > 80 previous flexible URSs. For the five urological residents with no endourological experience, simulator training improved their skills, and comparison with urological residents who had received no simulator training showed advantages for the trained residents. After being trained on the simulator, the group performed better in the first four URSs on patients. CONCLUSIONSIndividual experience correlates with individual performance on the simulator. Simulator training was helpful in improving clinical skills. Although the distribution of computer-based simulators is limited by high prices, virtual reality-based training has the potential to become an important tool for clinical education.

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“…Narwai und Mitarbeiter (1969) empfahlen Harnblasen von Leichen, welche damals noch leicht erhältlich waren, zum Üben der TUR-P zu verwenden [25]. Barnes (1959) rät in seinem Handbuch über die Endoskopie, Rinderherzen als Modell für Urinblasen zum Üben der Resektion zu verwenden, wobei das Resektoskop durch eines der groûen Gefäûe eingeführt werden kann [2].…”

Section: Entwicklung Urologischer Phantomeunclassified