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Preece R. The current role of simulation in urological training. Cent European J Urol. 2015;68(2):207-11doi: 10.5173/ceju.2015.522.
Preece, R. (2015). The current role of simulation in urological training. Central European journal of urology, 68(2), 207-11. https://doi.org/10.5173/ceju.2015.522
Preece, Ryan. "The current role of simulation in urological training." Central European journal of urology vol. 68,2 (2015): 207-11. doi: https://doi.org/10.5173/ceju.2015.522
Preece R. The current role of simulation in urological training. Cent European J Urol. 2015;68(2):207-11. doi: 10.5173/ceju.2015.522. Epub 2015 Mar 27. PMID: 26251745; PMCID: PMC4526607.
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Cent European J Urol. 2015;68(2):207-11. doi: 10.5173/ceju.2015.522. Epub 2015 Mar 27.

The current role of simulation in urological training.

Central European journal of urology

Ryan Preece

Affiliations

  1. Cardiff University School of Medicine, Department of Urology, Cardiff, United Kingdom.

PMID: 26251745 PMCID: PMC4526607 DOI: 10.5173/ceju.2015.522

Abstract

INTRODUCTION: Simulation is becoming an increasingly popular educational tool in numerous surgical specialities, including urology. This article reviews the current role of urological simulators; discussing their need, availability, incorporation and current limitations.

MATERIAL AND METHODS: A literature review of the electronic databases Medline, Embase and Google Scholar was performed.

RESULTS: For increasingly limited urological training programs, simulation can act as a valuable adjunct to clinical training. Evidence suggests that simulation enables the trainee to bypass the early, error-prone part of the surgical learning curve. It should be incorporated into proficiency-based curricula, with junior trainees initially beginning with low fidelity simulators to grasp basic surgical skills before moving onto full-procedural simulation as they progress through their training. A wide variety of simulators of differing fidelity are currently available, teaching both technical (eg. cystoscopy) and non-technical (eg. communication) urological surgical skills. Whist numerous studies have assessed the face, content and construct validity of various urological simulators, further work needs to be undertaken to determine whether the skills learnt actually improve trainee performance in the operating room. Then, educators will be able to make informed decisions about whether these resource demanding (financially and in terms of demands on faculty) simulators are a worthwhile educational tool.

CONCLUSIONS: Although further investigation is required, urological simulators appear to have a considerable role for developing both technical and non-technical urological skills in an increasingly restricted educational environment in modern urogynecology.

Keywords: educational models; simulation; training; urology

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