The Success and Evolution of a Urological “Boot Camp” for Newly Appointed UK Urology Registrars: Incorporating Simulation, Nontechnical Skills and Assessment

Young, Matthew; Kailavasan, Mithun; Taylor, Jennifer; Cornford, Philip; Colquhoun, A J; Rochester, Mark; Hanchanale, Vishwanath; Somani, Bhaskar K.; Nabi, Ghulam; Garthwaite, Mary; Gowda, Raj; Reeves, Felicity; Prasad, Bhavan; Doherty, Rebecca; Gkentzis, Agapios; Athanasiadis, Grigoris; Patterson, Jacob M.; Wilkinson, B.A.; Myatt, Andrew; Biyani, Chandra Shekhar; Jain, Sunjay

doi:10.1016/j.jsurg.2019.04.005

Cited by 44 publications

(30 citation statements)

References 14 publications

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“…All participants consented for the study. The USBC is a 5-day hands-on simulationbased course consists of 8 modules [18]. Resection skills for the prostate and bladder tumour were taught in one of the modules of the course.…”

Section: Methodsmentioning

confidence: 99%

Endoscopic surgical simulation using low-fidelity and virtual reality transurethral resection simulators in urology simulation boot camp course: trainees feedback assessment study

et al. 2021

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Objectives The objective of our study was to study trainees' feedback and rating of models for training transurethral resection of bladder lesions (TURBT) and prostate (TURP) during simulation. Methods The study was performed during the ''Transurethral resection (TUR) module" at the boot camp held in 2019. Prior to the course, all trainees were required to evaluate their experience in performing TURBT and TURP procedures. Trainees simulated resection on two different models; low-fidelity tissue model (Samed, GmBH, Dresden, Germany) and virtual reality simulator (TURPMentor, 3D Systems, Littleton, US). Following the completion of the module, trainees completed a questionnaire using a 5-point Likert scale to evaluate their assessment of the models for surgical training. Results In total, 174 simulation assessments were performed by 56 trainees(Samed Bladder-40, Prostate-45, TURPMentor Bladder-51, Prostate-37). All trainees reported that they had performed < 50 TUR procedures. The Samed model median scores were for appearance (4/5), texture (5/5), feel (5/5) and conductibility (5/5). The TURPMentor median score was for appearance (4/5), texture and feel (4/5) and conductibility (4/5). The most common criticism of the Samed model was that it failed to mimic bleeding. In contrast, trainees felt that the TURPMentor haptic feedback was inadequate to allow for close resection and did not calibrate movements accurately. Conclusions Our results demonstrate that both forms of simulators (low-fidelity and virtual reality) were rated highly by urology trainees and improve their confidence in performing transurethral resection and in fact complement each other in providing lower tract endoscopic resection simulation.

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Section: Methodsmentioning

confidence: 99%

Endoscopic surgical simulation using low-fidelity and virtual reality transurethral resection simulators in urology simulation boot camp course: trainees feedback assessment study

et al. 2021

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“…We constructed a list of key nine task‐specific steps required to perform basic endourological procedures. The vital steps were identified following review of the Intercollegiate Surgical Curriculum Programme (ISCP, the UK body overseeing the curriculum and assessment of specialty trainees in all surgical specialties) and discussion amongst a core group of consultant endourologists recruited by the principle investigator for the USBC [9,10]. Each key step and measurement metrics noted from these sources were included in the original design of the GAUES (Appendix S1).…”

Section: Methodsmentioning

confidence: 99%

“…The objective of our present study was to: Develop a simple objective scoring assessment tool applicable to cystoscopy, URS and TUR procedures during simulation training, i.e. the Global Assessment of Urological Endoscopic Skills (GAUES). Assess the performance of this GAUES tool and validate during simulation training at the Urology Simulation Bootcamp Course (USBC) [9]. …”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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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.

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“…This allowed staff to observe and give feedback to students. 28 In summary, an unknown time remains on the disruption from COVID-19 on the functioning and education of healthcare professionals. Both short-and long-term adaptations need to be implemented if they have not already.…”

Section: Non-technical Skills and Team Trainingmentioning

confidence: 99%

Role of immersive technologies in healthcare education during the COVID-19 epidemic

et al. 2020

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The unparalleled epidemic of the novel coronavirus (COVID-19), during early December 2019 in Wuhan, China, has rapidly evolved into a global pandemic, became a matter of grave concern. The pandemic presented a unique challenge to government agencies worldwide. The paucity of resources and lack of knowledges to manage the pandemic, coupled with the fear of future consequences has established the need for adoption of emerging and future technologies to address the upcoming challenges. With introduction of measures to control the pandemic, trainees will see a dramatic decline in their in-person exposure to all aspects of their education, with no clear endpoint. This presents an extreme challenge for educators and, given the rapidly evolving situation, there have not yet been training authorities recommendations. We propose several innovative solutions to deliver medical education while maintaining the safety of residents and educators.

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The Success and Evolution of a Urological “Boot Camp” for Newly Appointed UK Urology Registrars: Incorporating Simulation, Nontechnical Skills and Assessment

Cited by 44 publications

References 14 publications

Endoscopic surgical simulation using low-fidelity and virtual reality transurethral resection simulators in urology simulation boot camp course: trainees feedback assessment study

Endoscopic surgical simulation using low-fidelity and virtual reality transurethral resection simulators in urology simulation boot camp course: trainees feedback assessment study

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

Role of immersive technologies in healthcare education during the COVID-19 epidemic

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