Training the urologic oncologist of the future: where are the challenges?

OBJECTIVE

Training the new generation of urologic oncologist from a surgical perspective poses unique challenges. The advent of minimally invasive surgical procedures coupled with the need to perform open surgical procedures has significantly increased the demands upon both the trainer and trainee. The learning and practice of complex procedures demand continuous improvements in surgical training programs. This review discusses some theoretical and practical issues to be considered for the successful and safe transmission of surgical skills in an era of increasing regulations.

FINDINGS

Few systematic studies address this topic, leaving ample margin for research and improvement in this endeavor. It is the authors' opinion that mentorship remains the most significant and important component to successful surgical training today. The advent of simulation, virtual reality, and modular teaching represent (novel and important) advances in the field of surgical education. While some residency programs have incorporated these changes into their surgical training curriculum, this has not become widespread and the available literature remains at best sporadic.

CONCLUSIONS

Mentorship remains an integral if not the most critical component to surgical training today. Other novel approaches to surgical training have developed and should be incorporated into the traditional concepts of mentorship training. This may become even more important with the advent of minimally invasive approaches to surgery. The vast majority of the studies published concur that the traditional model of "see one, do one, teach one" is not an optimal approach for training surgical skills. Socioeconomic changes are forcing the surgical community to rethink how they train residents and absorb new technologies. Adapting to the new demands posed on surgical educators represents a great challenge for the upcoming years.