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Impact of urology simulation boot camp in improving endoscopic instrument knowledge
  1. Vishwanath Hanchanale1,
  2. Mithun Kailavasan2,
  3. Sanjay Rajpal3,
  4. Philip Koenig4,
  5. Marina Yiasemidou2,
  6. Victor Palit2,
  7. Karol Rogawski5,
  8. Ian Eardley2,
  9. Tim Terry6,
  10. Sunjay Jain2,
  11. Andrew Myatt7,
  12. Chandra Shekhar Biyani2
  1. 1 Department of Urology, Royal Liverpool and Broadgreen University Hospitals NHS Trust, Liverpool, UK
  2. 2 Department of Urology, Leeds Teaching Hospitals NHS Trust, Leeds, UK
  3. 3 Department of Urology, Sheffield Teaching Hospitals NHS Foundation Trust, Sheffield, UK
  4. 4 Department of Urology, Airedale NHS Foundation Trust, Keighley, UK
  5. 5 Department of Urology, Calderdale Royal Hospital, Huddersfield, UK
  6. 6 Department of Urology, University Hospitals of Leicester NHS Trust, Leicester, UK
  7. 7 Department of Urology, Hull and East Yorkshire Hospitals NHS Trust, Hull, UK
  1. Correspondence to Mr Vishwanath Hanchanale, Department of Urology, Royal Liverpool and Broadgreen University Hospitals NHS Trust, Liverpool L7 8XP, UK; vishwanath.hanchanale{at}gmail.com

Abstract

Objective Education and training of surgeons has traditionally focused on the development of individual knowledge, technical skills and decision making. Knowledge about endoscopic instruments is one of the core elements of urological training. We assessed the precourse knowledge of newly appointed urology trainees and the impact of boot camp in improving their knowledge.

Methods Newly appointed specialty trainees in urology took part in a pilot 5-day urology simulation boot camp (USBC). The aim of the USBC was to improve their confidence, procedural performance and non-technical skills, with one of the modules looking at the trainees’ knowledge about common endoscopic instruments in urology. Delegates were first asked to identify and assemble the instruments, followed by one-to-one teaching about the instruments. An Objective Structured Assessment Tool was used to assess their knowledge in the identification and assembly of the cystoscope, resectoscope and optical urethrotome, before and at the end of the course.

Results Data of two successive boot camps were collected to assess knowledge of instruments of newly appointed urology trainees. Majority of the trainees had good precourse knowledge of the cystoscopy kit, with 84% able to correctly identify the parts. Seventy-six per cent of candidates were able to identify the resectoscope equipment, but only approximately a third of trainees were able to correctly identify the urethrotome kit. The assembly of cystoscope, resectoscope and urethrotome was performed correctly in 74%, 42% and 32% at baseline and 94%, 90% and 77% postcourse, respectively. Overall performance improved significantly in the postcourse assessment (<0.001).

Conclusion This urology boot camp has addressed gaps in trainees’ core equipment knowledge and guided them to improve their knowledge with respect to identification and assembly of cystoscope, resectoscope and urethrotome.

  • simulation
  • education
  • urology
  • endoscopic knowledge
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Footnotes

  • Contributors Study concept and design: VH, CSB

    Acquisition of data: VH, MK

    Analysis and interpretation of data: VH, MK, CSB

    Drafting of the manuscript: MK, VH, SR

    Critical revision of the manuscript for important intellectual content: SJ, AM, CSB

    Statistical analysis: MK, VH.

    Obtaining funding: CSB

    Administrative, technical or material support: PK, MY, VP, KR, IE, TT

    Supervision: CSB

  • Funding This work was supported by Yorkshire Deanery, Coloplast, Storz, BJUI and Allergan.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Presented at This paper has been presented at the BAUS conference.

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