Training in minimally invasive surgery in urology: European Association of Urology/<scp>International Consultation of Urological Diseases</scp> consultation

Poel, Henk van der; Brinkman, Willem M.; Cleynenbreugel, Ben Van; Kallidonis, Panagiotis; Stolzenburg, J.U.; Liatsikos, Evangelos; Ahmed, Kamran; Khan, Mohammad Shamim; Do, Minh; Ganzer, Roman; Murphy, Declan; Rij, Simon van; Dundee, Philip

doi:10.1111/bju.13320

Cited by 35 publications

(26 citation statements)

References 161 publications

(305 reference statements)

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“…The rapid adoption and dissemination of this technology have largely been as a result of the perceived benefits of improved ergonomics, dexterity, safety, and ease of surgery. Following the initial description by pioneers in this field, many established open and laparoscopic surgeons undertook robotic surgery without following a standardized, validated robotic curriculum [4]. The need for formal assessment of competency to ensure safe and sustained growth has led various groups to propose competency-based training programs in robotic surgery.…”

Section: Introductionmentioning

confidence: 99%

Training in Robotic Surgery—an Overview

et al. 2017

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Purpose of ReviewThere has been a rapid and widespread adoption of the robotic surgical system with a lag in the development of a comprehensive training and credentialing framework. A literature search on robotic surgical training techniques and benchmarks was conducted to provide an evidence-based road map for the development of a robotic surgical skills for the novice robotic surgeon.Recent FindingsA structured training curriculum is suggested incorporating evidence-based training techniques and benchmarks for progress. This usually involves sequential progression from observation, case assisting, acquisition of basic robotic skills in the dry and wet lab setting along with achievement of individual and team-based non-technical skills, modular console training under supervision, and finally independent practice.SummaryRobotic surgical training must be based on demonstration of proficiency and safety in executing basic robotic skills and procedural tasks prior to independent practice.

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Section: Introductionmentioning

confidence: 99%

Training in Robotic Surgery—an Overview

et al. 2017

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“…Classroom teaching is useful for introducing NTS concepts, self-reflection and changing the attitudes of trainees [10]. The effect of a single didactic NTS seminar on a group of medical students was investigated with an examined scenario and compared to a control group.…”

Section: Classroom/didactic Teachingmentioning

confidence: 99%

“…Simulation is the most effective way to train NTS [10,13]. It is critical for teaching communication skills and shows superiority to didactic lectures for self-perceived improvement [14].…”

Section: Simulationmentioning

confidence: 99%

“…The 'igloo' has been shown to have face, content and construct validity and is recommended for NTS training. The MEU was also well received by clinicians [5,10,13,30]. It is also disputed whether higher fidelity, costly models result in greatly improved learning outcomes: one study shows no significant difference between the groups who trained with a low fidelity model (costing €14) compared to a high-fidelity model (costing €2600) [25,32].…”

Section: Logisticsmentioning

confidence: 99%

“…Most rating scales for NTS have been thoroughly validated for use in surgical simulation [10]. The most popular and comprehensively validated are NoTSS (Non-Technical Skills for Surgeons), NOTECHS (NOn-TECHnical Skills) and OTAS (Observational Teamwork Assessment for Surgery) [10,37].…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

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Non-technical skills: a review of training and evaluation in urology

et al. 2019

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Purpose With non-technical skills (NTS) deficits being recognised as a major cause for error in surgery, there is an increasing interest in their training and evaluation. A growing number of training courses are emerging and some NTS curricula have also been created. Many different training methods are described in the literature but there is still uncertainty with regards to their optimum combination within a curriculum. Methods A literature review of the electronic database Medline was performed. All articles published before December 2018 were screened by abstract and included if deemed relevant by the author. The included articles' reference lists were also screened for further relevant studies. Results Simulation training is accepted as the most effective way to train NTS. Within simulation training, it is shown that the 'igloo' full immersion/distributed simulation environment is appropriate for teaching NTS in urological scenarios where a designated operating room or space is not available. The use of multiple settings, for example wards and clinics as well as the operating room, is advantageous, as is training in an interprofessional team. Classroom teaching also plays a role in NTS training as an adjunct to simulation, with evidence that it improves some parameters of NTS. All levels, including qualified surgeons, benefit from NTS training; however, adaptation to both trainee level and specialty is important. Although less time consuming, training juniors and seniors together mainly benefits juniors, and training NTS at the same time as technical skills detracts from the quality of teaching. Debriefing is an important part of training and should be well structured; there are many debriefing models in existence, allowing for choice of method based on examiner preference and participant demographic. Furthermore, examiners should be well briefed in their task and trained in NTS assessment. Conclusion To move forward, studies should combine tried and tested learning techniques into a curriculum covering all training levels, which should then be validated and followed up long term to ensure a positive impact on patient safety.

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