Department of Urology, University of Virginia, Charlottesville, Virginia 22908, USA.
J Endourol. 2011 Nov;25(11):1805-10. doi: 10.1089/end.2011.0213. Epub 2011 Oct 21.
The goal of this study is to evaluate the role of laparoscopic curricula and simulation technology in urology residency training from the perspectives of residents over a 2-year period.
An anonymous survey was given to urology residents attending the American Urological Association Basic Sciences Course in 2008 and 2009. We evaluated laparoscopic simulator use within a curriculum and use of simulators outside of a curriculum. Face and content validity of simulators were analyzed on a 5-point Likert scale questionnaire. Responses were compared using the unpaired Student t test and chi-square with P<0.05 considered significant.
There were 114 surveys (81.4% response rate) and 76 surveys (43% response rate) evaluated from 2008 and 2009, respectively. Access to a surgical simulator increased from 74.6% to 78%. The percentage of programs with a laparoscopic curriculum expanded from 16.9% to 44%. In 2009, simulators were used more frequently by residents in programs with curricula compared with residents without curricula (P=0.03). In 2008, 48% of residents and in 2009 72% of residents reported using simulators as "never" or "once or twice a year." Of residents, 93% stated that urology programs should use laparoscopic curricula and 82% think simulators should be involved in the curricula. One third of residents agreed that simulators are helpful for skill acquisition, and 80% described their current laparoscopic curriculum as inadequate.
The number of urology programs that have invested in simulators continues to expand. Despite access to laparoscopic simulators, residents rarely use them. Residents in programs with laparoscopic curricula report using surgical simulators more often than residents without curricula. Laparoscopic curricula are important, and the incorporation of simulators enhances surgical education.
本研究旨在从住院医师的角度评估腹腔镜课程和模拟技术在泌尿科住院医师培训中的作用，研究时间跨度为 2 年。
对 2008 年和 2009 年参加美国泌尿外科学会基础科学课程的泌尿科住院医师进行了匿名调查。我们评估了课程内腹腔镜模拟器的使用情况和课程外模拟器的使用情况。使用 5 分制 Likert 量表问卷对模拟器的表面效度和内容效度进行了分析。使用未配对的学生 t 检验和卡方检验比较了应答，P<0.05 认为有统计学意义。
共收到 114 份（81.4%的回复率）和 76 份（43%的回复率）调查，分别来自 2008 年和 2009 年。获得手术模拟器的机会从 74.6%增加到 78%。具有腹腔镜课程的项目百分比从 16.9%增加到 44%。2009 年，与没有课程的住院医师相比，有课程的住院医师更频繁地使用模拟器（P=0.03）。2008 年，48%的住院医师和 2009 年 72%的住院医师报告使用模拟器的频率为“从未”或“每年一到两次”。93%的住院医师表示泌尿科项目应使用腹腔镜课程，82%的住院医师认为模拟器应纳入课程。三分之一的住院医师认为模拟器有助于技能的获得，80%的住院医师认为他们目前的腹腔镜课程不足。
投资于模拟器的泌尿科项目数量继续增加。尽管可以使用腹腔镜模拟器，但住院医师很少使用它们。有腹腔镜课程的项目中的住院医师比没有课程的住院医师更经常使用手术模拟器。腹腔镜课程很重要，模拟器的加入可以增强手术教育。
