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The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills

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The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills. / SIMULATE Trial Contributors.

In: World Journal of Urology, 03.02.2021.

Research output: Contribution to journalArticlepeer-review

Harvard

SIMULATE Trial Contributors 2021, 'The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills', World Journal of Urology. https://doi.org/10.1007/s00345-021-03604-w

APA

SIMULATE Trial Contributors (2021). The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills. World Journal of Urology. https://doi.org/10.1007/s00345-021-03604-w

Vancouver

SIMULATE Trial Contributors. The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills. World Journal of Urology. 2021 Feb 3. https://doi.org/10.1007/s00345-021-03604-w

Author

SIMULATE Trial Contributors. / The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills. In: World Journal of Urology. 2021.

Bibtex Download

@article{9daa6638f49e42b59c4ff9cf34b4ea2b,
title = "The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills",
abstract = "OBJECTIVE: Different simulation modalities may be utilised in a curricular fashion to benefit from the strengths of each training model. The aim of this study is to evaluate a novel multi-modality ureterorenoscopy (URS) simulation curriculum in terms of educational value, content validity, transfer of skills and inter-rater reliability.METHODS: This international prospective study recruited urology residents (n = 46) with ≤ 10 URS experience and no prior simulation training. Participants were guided through each phase of the expert-developed SIMULATE URS curriculum by trainers and followed-up in the operating room (OR). Video recordings were obtained during training. A post-training evaluation survey was distributed to evaluate content validity and educational value, using descriptive statistics. Performance was evaluated using the objective structured assessment of technical skills (OSATS) scale to measure improvement in scores throughout the curriculum. Pearson's correlation coefficient and Cohen's kappa tests were utilised to investigate correlation and agreement between raters.RESULTS: Participants reported gaining OR-transferrable skills (Mean: 4.33 ± 0.67) and demonstrated marked improvement in throughout the curriculum, transferred to the OR for both semi-rigid URS (p = 0.004) and flexible URS (p = 0.007). 70% of participants were successfully followed-up in the OR (n = 32). No differences were identified with the additional use of fresh frozen cadavers (p = 0.85, p = 0.90) and the URO Mentor VR simulator (p = 0.13, p = 0.22). A moderate level of correlation was noted on the video OSATS assessments, between two expert assessors (r = 0.70), but a poor agreement with the live rating.CONCLUSION: The SIMULATE URS training curriculum received high educational value from participants, who demonstrated statistically significant improvement with consecutive cases throughout the curriculum and transferability of skills to the OR in both semi-rigid and flexible URS.",
author = "{SIMULATE Trial Contributors} and Abdullatif Aydın and Kamran Ahmed and Umair Baig and Nicholas Raison and {Lantz Powers}, {Andrea G} and Nicola Macchione and Ahmed Al-Jabir and Takashige Abe and Khan, {Muhammad Shamim} and Prokar Dasgupta",
note = "Funding Information: The authors are grateful to all contributors (listed below) and The Urology Foundation for generously funding this study. Equipment and instruments for executing the training courses were kindly provided by Olympus, Karl Storz, Boston Scientific, Coloplast, Simbionix, Limbs and Things and Mediskills. KA and PDG acknowledge support from the NIHR Biomedical Research Centre, MRC Centre for Transplantation, King{\textquoteright}s Health Partners, Guy{\textquoteright}s and St. Thomas{\textquoteright} Charity, School of Surgery, Health Education England, Royal College of Surgeons of England, Olympus, The Pelican Group, Technology Strategy Board and The Vattikuti Foundation. Publisher Copyright: {\textcopyright} 2021, The Author(s). Copyright: Copyright 2021 Elsevier B.V., All rights reserved.",
year = "2021",
month = feb,
day = "3",
doi = "10.1007/s00345-021-03604-w",
language = "English",
journal = "World Journal of Urology",
issn = "0724-4983",
publisher = "Springer Verlag",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - The SIMULATE ureteroscopy training curriculum: educational value and transfer of skills

AU - SIMULATE Trial Contributors

AU - Aydın, Abdullatif

AU - Ahmed, Kamran

AU - Baig, Umair

AU - Raison, Nicholas

AU - Lantz Powers, Andrea G

AU - Macchione, Nicola

AU - Al-Jabir, Ahmed

AU - Abe, Takashige

AU - Khan, Muhammad Shamim

AU - Dasgupta, Prokar

N1 - Funding Information: The authors are grateful to all contributors (listed below) and The Urology Foundation for generously funding this study. Equipment and instruments for executing the training courses were kindly provided by Olympus, Karl Storz, Boston Scientific, Coloplast, Simbionix, Limbs and Things and Mediskills. KA and PDG acknowledge support from the NIHR Biomedical Research Centre, MRC Centre for Transplantation, King’s Health Partners, Guy’s and St. Thomas’ Charity, School of Surgery, Health Education England, Royal College of Surgeons of England, Olympus, The Pelican Group, Technology Strategy Board and The Vattikuti Foundation. Publisher Copyright: © 2021, The Author(s). Copyright: Copyright 2021 Elsevier B.V., All rights reserved.

PY - 2021/2/3

Y1 - 2021/2/3

N2 - OBJECTIVE: Different simulation modalities may be utilised in a curricular fashion to benefit from the strengths of each training model. The aim of this study is to evaluate a novel multi-modality ureterorenoscopy (URS) simulation curriculum in terms of educational value, content validity, transfer of skills and inter-rater reliability.METHODS: This international prospective study recruited urology residents (n = 46) with ≤ 10 URS experience and no prior simulation training. Participants were guided through each phase of the expert-developed SIMULATE URS curriculum by trainers and followed-up in the operating room (OR). Video recordings were obtained during training. A post-training evaluation survey was distributed to evaluate content validity and educational value, using descriptive statistics. Performance was evaluated using the objective structured assessment of technical skills (OSATS) scale to measure improvement in scores throughout the curriculum. Pearson's correlation coefficient and Cohen's kappa tests were utilised to investigate correlation and agreement between raters.RESULTS: Participants reported gaining OR-transferrable skills (Mean: 4.33 ± 0.67) and demonstrated marked improvement in throughout the curriculum, transferred to the OR for both semi-rigid URS (p = 0.004) and flexible URS (p = 0.007). 70% of participants were successfully followed-up in the OR (n = 32). No differences were identified with the additional use of fresh frozen cadavers (p = 0.85, p = 0.90) and the URO Mentor VR simulator (p = 0.13, p = 0.22). A moderate level of correlation was noted on the video OSATS assessments, between two expert assessors (r = 0.70), but a poor agreement with the live rating.CONCLUSION: The SIMULATE URS training curriculum received high educational value from participants, who demonstrated statistically significant improvement with consecutive cases throughout the curriculum and transferability of skills to the OR in both semi-rigid and flexible URS.

AB - OBJECTIVE: Different simulation modalities may be utilised in a curricular fashion to benefit from the strengths of each training model. The aim of this study is to evaluate a novel multi-modality ureterorenoscopy (URS) simulation curriculum in terms of educational value, content validity, transfer of skills and inter-rater reliability.METHODS: This international prospective study recruited urology residents (n = 46) with ≤ 10 URS experience and no prior simulation training. Participants were guided through each phase of the expert-developed SIMULATE URS curriculum by trainers and followed-up in the operating room (OR). Video recordings were obtained during training. A post-training evaluation survey was distributed to evaluate content validity and educational value, using descriptive statistics. Performance was evaluated using the objective structured assessment of technical skills (OSATS) scale to measure improvement in scores throughout the curriculum. Pearson's correlation coefficient and Cohen's kappa tests were utilised to investigate correlation and agreement between raters.RESULTS: Participants reported gaining OR-transferrable skills (Mean: 4.33 ± 0.67) and demonstrated marked improvement in throughout the curriculum, transferred to the OR for both semi-rigid URS (p = 0.004) and flexible URS (p = 0.007). 70% of participants were successfully followed-up in the OR (n = 32). No differences were identified with the additional use of fresh frozen cadavers (p = 0.85, p = 0.90) and the URO Mentor VR simulator (p = 0.13, p = 0.22). A moderate level of correlation was noted on the video OSATS assessments, between two expert assessors (r = 0.70), but a poor agreement with the live rating.CONCLUSION: The SIMULATE URS training curriculum received high educational value from participants, who demonstrated statistically significant improvement with consecutive cases throughout the curriculum and transferability of skills to the OR in both semi-rigid and flexible URS.

UR - http://www.scopus.com/inward/record.url?scp=85100502437&partnerID=8YFLogxK

U2 - 10.1007/s00345-021-03604-w

DO - 10.1007/s00345-021-03604-w

M3 - Article

C2 - 33533996

JO - World Journal of Urology

JF - World Journal of Urology

SN - 0724-4983

ER -

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