Urology technical and non-technical skills development: the emerging role of simulation

Rashid, Prem and Gianduzzo, Troy R. J. (2016) Urology technical and non-technical skills development: the emerging role of simulation. BJU International, 117 S4: 9-16. doi:10.1111/bju.13259


Author Rashid, Prem
Gianduzzo, Troy R. J.
Title Urology technical and non-technical skills development: the emerging role of simulation
Journal name BJU International   Check publisher's open access policy
ISSN 1464-410X
1464-4096
Publication date 2016-04-01
Year available 2015
Sub-type Article (original research)
DOI 10.1111/bju.13259
Open Access Status Not Open Access
Volume 117
Issue S4
Start page 9
End page 16
Total pages 8
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing
Collection year 2017
Language eng
Formatted abstract
Objective: To review the emerging role of technical and non-technical simulation in urological education and training.

Method: A review was conducted to examine the current role of simulation in urology training. A PUBMED search of the terms 'urology training', 'urology simulation' and 'urology education' revealed 11 504 titles. Three hundred and fifty-seven abstracts were identified as English language, peer reviewed papers pertaining to the role of simulation in urology and related topics. Key papers were used to explore themes. Some cross-referenced papers were also included.

Results: There is an ongoing need to ensure that training time is efficiently utilised while ensuring that optimal technical and non-technical skills are achieved. Changing working conditions and the need to minimise patient harm by inadvertent errors must be taken into account. Simulation models for specific technical aspects have been the mainstay of graduated step-wise low and high fidelity training. Whole scenario environments as well as non-technical aspects can be slowly incorporated into the curriculum. Doing so should also help define what have been challenging competencies to teach and evaluate. Dedicated time, resources and trainer up-skilling are important. Concurrent studies are needed to help evaluate the effectiveness of introducing step-wise simulation for technical and non-technical competencies.

Conclusion: Simulation based learning remains the best avenue of progressing surgical education. Technical and non-technical simulation could be used in the selection process. There are good economic, logistic and safety reasons to pursue the process of ongoing development of simulation co-curricula. While the role of simulation is assured, its progress will depend on a structured program that takes advantage of what can be delivered via this medium. Overall, simulation can be developed further for urological training programs to encompass technical and non-technical skill development at all stages, including recertification.
Keyword Education
Simulation
Skills
Training
Urological
Urology
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
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