Kamel Mohamed, Eltahawy Ehab A, Warford Renee, Thrush Carol R, Noureldin Yasser A
Department of Urology, University of Arkansas for Medical Sciences, Little Rock, AR, USA.
Department of Urology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
Arab J Urol. 2018 Jul 17;16(4):446-452. doi: 10.1016/j.aju.2018.06.003. eCollection 2018 Dec.
To evaluate the current usage of simulation in urological education in the USA and the barriers to incorporating a simulation-based educational curriculum, as the shift towards competency-based medical education has necessitated the introduction of simulation for training and assessing both non-technical and technical skills.
Residency programme directors at Accreditation Council for Graduate Medical Education (ACGME)-accredited urology training programmes in the USA were invited to respond to an anonymous electronic survey. The study evaluated the programme directors' experiences and opinions for the current usage of existing urology simulators. The survey also elicited receptiveness and the barriers for incorporating simulation-based training curricula within urology training programmes.
In all, 43 completed surveys were received (35% response rate). Amongst responders, 97% (42/43) reported having access to a simulation education centre, and 60% (25/42) have incorporated simulation into their curriculum. A total of 87% (37/43) agreed that there is a role for a standardised simulator training curriculum, and 75% (30/40) agreed that simulators would improve operating room performance. A total of 64% (27/42) agreed that cost was a limiting factor, 12% (5/42) agreed on the cost-effectiveness of simulators, 35% (17/41) agreed there was an increased need for simulator education within work-hour limitations, and 38% (16/42) agreed a simulation programme would reduce patient risks and complications.
The majority of urology programme directors consider that there is a role for incorporating a simulation-based curriculum into urology training. Barriers to implementation include cost burden, need for constant technology updates, need for advanced planning, and willingness of faculty to participate in administration.
评估美国泌尿外科教育中模拟技术的当前使用情况以及纳入基于模拟的教育课程的障碍，因为向基于能力的医学教育的转变使得有必要引入模拟技术来培训和评估非技术和技术技能。
邀请美国研究生医学教育认证委员会（ACGME）认可的泌尿外科培训项目的住院医师项目主任参与一项匿名电子调查。该研究评估了项目主任对现有泌尿外科模拟器当前使用情况的经验和看法。该调查还引出了对将基于模拟的培训课程纳入泌尿外科培训项目的接受程度和障碍。
共收到43份完整的调查问卷（回复率为35%）。在回复者中，97%（42/43）报告可以使用模拟教育中心，60%（25/42）已将模拟纳入其课程。共有87%（37/43）的人同意标准化模拟器培训课程有作用，75%（30/40）的人同意模拟器会提高手术室表现。共有64%（27/42）的人同意成本是一个限制因素，12%（5/42）的人同意模拟器具有成本效益，35%（17/41）的人同意在工作时间限制内对模拟器教育的需求增加，38%（16/42）的人同意模拟项目会降低患者风险和并发症。
大多数泌尿外科项目主任认为将基于模拟的课程纳入泌尿外科培训有作用。实施的障碍包括成本负担、对技术不断更新的需求、对提前规划的需求以及教师参与管理的意愿。
