First urology simulation boot camp in the United Kingdom

  • CS Biyani
  • V Hanchanale
  • S Rajpal
  • S Jain
  • M Garthwaite
  • J Cartledge
  • B Somani
  • P. Cornford
  • B Gowda
  • P Koenig
  • F. Reeves
  • K Rogawski
  • A Myatt
  • I Eardley
  • T Terry

Abstract

Objective: Simulation is now firmly established in modern surgical training and is applicable not only to acquiring surgical skills but also to non-surgical skills and professionalism. A 5-day intensive Urology Simulation Boot Camp was run to teach emergency procedural skills, clinical reasoning, and communication skills using clinical scenario simulations, endoscopic and laparoscopic trainers. This paper reports the educational value of this first urology boot camp. Subjects and methods: Sixteen urology UK trainees completed pre-course questionnaires on their operative experience and confidence level in common urological procedures. The course included seven modules covering basic scrotal procedures, laparoscopic skills, ureteroscopy, transurethral resection of the prostate and bladder tumour, green light laser prostatectomy, familiarisation with common endoscopic equipment, bladder washout to remove clots, bladder botox injection, setting up urodynamics. Emergency urological conditions were managed using scenarios on SimMan® . The main focus of the course was handson training using animal models, bench-top models and virtual reality simulators. Post-course assessment and feedback on the course structure and utility of knowledge gained together with a global outcome score was collected. Results: Overall all the sections of feedback received score of over 4.5/5, with the hands-on training on simulators getting the best score 4.8/5. When trainees were asked “The training has equipped me with enhanced knowledge, understanding and skills,” the average score was 4.9/5.0. The vast majority of participants felt they would recommend the boot camp to future junior trainees. Conclusion: This first UK Urology Simulation Boot Camp has demonstrated feasibility and effectiveness in enhancing trainee’s experience. Given these positive feedbacks there is a good reason to expect that future courses will improve the overall skills of a new urology trainee.

African Journal of Urology (2017) 23, 258–267

Author Biographies

CS Biyani
St. James’s University Hospital, Leeds, United Kingdom
V Hanchanale
Royal Liverpool and Broadgreen University Hospitals NHS Trust, Liverpool, United Kingdom
S Rajpal
c Hull & East Yorkshire NHS Trust, Hull, United Kingdom
S Jain
St. James’s University Hospital, Leeds, United Kingdom
M Garthwaite
South Tees Hospitals NHS Foundation Trust, Middlesbrough, United Kingdom
J Cartledge
St. James’s University Hospital, Leeds, United Kingdom
B Somani
University Hospital Southampton NHS Trust, Southampton, United Kingdom
P. Cornford
Royal Liverpool and Broadgreen University Hospitals NHS Trust, Liverpool, United Kingdom
B Gowda
South Tees Hospitals NHS Foundation Trust, Middlesbrough, United Kingdom
P Koenig
Airedale NHS Foundation Trust, Airedale, United Kingdom
F. Reeves
Simulation Lead, University of East Anglia, United Kingdom
K Rogawski
Calderdale & Huddersfield NHS Foundation Trust, Huddersfield, United Kingdom
A Myatt
Hull & East Yorkshire NHS Trust, Hull, United Kingdom
I Eardley
St. James’s University Hospital, Leeds, United Kingdom
T Terry
University Hospital of Leicester, Leicester, United Kingdom
Published
2017-12-07
Section
Articles

Journal Identifiers


eISSN: 1110-5704