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

Mithun Kailavasan, Vishwanath Hanchanale, Sanjay Rajpal, Roland Morley, Craig Mcllhenny, Sunjay Jain, Chandra Shekhar Biyani (Lead / Corresponding author), Andy Myatt, Bhaskar Somani, Ghulam Nabi, Raj Gowda

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.

Original languageEnglish
Number of pages8
JournalJournal of Surgical Education
DOIs
Publication statusE-pub ahead of print - 31 Aug 2018

Fingerprint

Urology
trainee
simulation
Mental Competency
grading
Simulation Training
Internship and Residency
Curriculum
expert
curriculum
Cohort Studies
Group

Keywords

  • Competence progression
  • Interpersonal and Communication Skills
  • Medical Knowledge
  • Nontechnical skills
  • Patient Care and Procedural Skills
  • Practice-Based Learning and Improvement
  • Professionalism
  • Simulation
  • Surgical education
  • Surgical skills
  • TURP

Cite this

Kailavasan, Mithun ; Hanchanale, Vishwanath ; Rajpal, Sanjay ; Morley, Roland ; Mcllhenny, Craig ; Jain, Sunjay ; Biyani, Chandra Shekhar ; Myatt, Andy ; Somani, Bhaskar ; Nabi, Ghulam ; Gowda, Raj. / A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course. In: Journal of Surgical Education. 2018.
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author = "Mithun Kailavasan and Vishwanath Hanchanale and Sanjay Rajpal and Roland Morley and Craig Mcllhenny and Sunjay Jain and Biyani, {Chandra Shekhar} and Andy Myatt and Bhaskar Somani and Ghulam Nabi and Raj Gowda",
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A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course. / Kailavasan, Mithun; Hanchanale, Vishwanath; Rajpal, Sanjay; Morley, Roland; Mcllhenny, Craig; Jain, Sunjay; Biyani, Chandra Shekhar (Lead / Corresponding author); Myatt, Andy; Somani, Bhaskar; Nabi, Ghulam; Gowda, Raj.

In: Journal of Surgical Education, 31.08.2018.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course

AU - Kailavasan, Mithun

AU - Hanchanale, Vishwanath

AU - Rajpal, Sanjay

AU - Morley, Roland

AU - Mcllhenny, Craig

AU - Jain, Sunjay

AU - Biyani, Chandra Shekhar

AU - Myatt, Andy

AU - Somani, Bhaskar

AU - Nabi, Ghulam

AU - Gowda, Raj

N1 - Copyright © 2018 Association of Program Directors in Surgery. All rights reserved.

PY - 2018/8/31

Y1 - 2018/8/31

N2 - 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.

AB - 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.

KW - Competence progression

KW - Interpersonal and Communication Skills

KW - Medical Knowledge

KW - Nontechnical skills

KW - Patient Care and Procedural Skills

KW - Practice-Based Learning and Improvement

KW - Professionalism

KW - Simulation

KW - Surgical education

KW - Surgical skills

KW - TURP

U2 - 10.1016/j.jsurg.2018.06.020

DO - 10.1016/j.jsurg.2018.06.020

M3 - Article

JO - Journal of Surgical Education

JF - Journal of Surgical Education

SN - 1931-7204

ER -