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. 2019 Jan-Feb;76(1):215-222.
doi: 10.1016/j.jsurg.2018.06.020. Epub 2018 Aug 31.

A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course

Mithun Kailavasan  1 , Vishwanath Hanchanale  2 , Sanjay Rajpal  3 , Roland Morley  4 , Craig Mcllhenny  5 , Bhaskar Somani  6 , Ghulam Nabi  7 , Raj Gowda  8 , Sunjay Jain  9 , Chandra Shekhar Biyani  10 , Andy Myatt  11
Affiliations

A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course

Mithun Kailavasan et al. J Surg Educ. 2019 Jan-Feb.

Abstract

Objectives: To evaluate skills progression at the Urology Simulation Boot Camp (USBC), a course intended to provide urology trainees with 32 hours of 1:1 training on low and high-fidelity simulators.

Design: In this single-group cohort study, trainees rotated through modules based on aspects of the United Kingdom urology residency curriculum and undertook a pre and postcourse MCQ. Specific procedural skill was evaluated by an expert and graded as either: "A"-Good (≥4 on a 5-point Likert Scale) or "B"-Poor (Likert scale of 1-3). Competence progression was calculated as the change in score between baseline and final assessments.

Setting: The USBC was held at St James' University Hospital, Leeds, U.K.

Participants: Of the 34 trainees attended the second USBC, 33 trainees participated in all the pre and postcourse assessments. The mean duration of urology training prior to undertaking the USBC was 15 months.

Results: Competence progression was assessed in 33 urology trainees. Mean MCQ scores improved by 16.7% (p < 0.001) between pre and postcourse assessment. At final assessment, 87.9% of trainees scored "A" in instrument knowledge and assembly compared to 44.4% at baseline (p < 0.001). There was a mean improvement of 439s (p < 0.001) in the time taken to complete the European-Basic Laparoscopic skills assessment.

Conclusions: The USBC has shown to aid trainees in competence progression during the simulation on a variety of urological skills; however, retention of skill in the long-term was undetermined. The use of our grading system is simple to understand and may be used in other simulation courses to guide participants with their future training needs.

Keywords: Competence progression; Interpersonal and Communication Skills; Medical Knowledge; Nontechnical skills; Patient Care; Practice-Based Learning and Improvement; Professionalism; Simulation; Surgical education; Surgical skills; TURP.

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