Bouvette Max J, Lee Brennan, Bradley Nathan
The University of Oklahoma College of Medicine, University of Oklahoma Health Sciences Center, 800 Stanton L. Young Boulevard, Oklahoma City, OK, 73104, USA.
Department of Urology, The University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA.
J Robot Surg. 2025 Jul 20;19(1):406. doi: 10.1007/s11701-025-02591-z.
Robotic surgery has transformed urology. Simulation-based robotic training allows residents to develop skills in a controlled, risk-free environment and enhances proficiency. Our objective was to assess the integration of robotic simulation training in U.S. urology residency programs, focusing on adoption, curriculum types, mandatory status, and barriers to implementation. We distributed a Qualtrics survey to U.S. urology residency program directors to assess the presence and structure of robotic simulation curricula. If a program director did not respond, an email was sent to the program coordinator to survey them on the presence and structure of a curriculum. We surveyed only program directors' views of simulation training and assessed their responses using a 5-point Likert scale. Surveys were sent to 150 programs, with 33 (22%) responding; 17 program directors (51.5%) and 16 coordinators (48.5%). Of the responding programs, 31/33 (93.9%) reported access to and utilization of robotic simulation training. Simulation training was mandatory for residents in 21/31 (67.7%) of these programs. Structured curricula with objectives were reported by 16/31 programs (51.6%), while 15/31 (48.4%) relied on informal or self-directed methods. Supervised simulation training was reported by 24/31 programs (77.4%). Program directors viewed simulation training as beneficial, with an average agreement rating of 4.18/5 for its educational role and impact on performance. Our survey shows that most urology training programs have adopted robotic simulation; however, not all programs have made it mandatory for residents or implemented a structured learning curriculum. Addressing these issues could promote more uniform training practices.
机器人手术已经改变了泌尿外科领域。基于模拟的机器人培训使住院医师能够在可控、无风险的环境中培养技能，并提高熟练程度。我们的目标是评估美国泌尿外科住院医师培训项目中机器人模拟培训的整合情况，重点关注采用情况、课程类型、强制要求状况以及实施障碍。我们向美国泌尿外科住院医师培训项目主任发放了一份Qualtrics调查问卷，以评估机器人模拟课程的存在情况和结构。如果项目主任未回复，会向项目协调员发送电子邮件，就课程的存在情况和结构对他们进行调查。我们仅调查了项目主任对模拟培训的看法，并使用5分制李克特量表评估他们的回答。调查问卷发送给了150个项目，33个（22%）做出了回复；其中17位项目主任（51.5%）和16位协调员（48.5%）。在做出回复的项目中，31/33（93.9%）报告可以使用并开展了机器人模拟培训。在这些项目中，21/31（67.7%）要求住院医师必须参加模拟培训。16/31（51.6%）的项目报告有带目标的结构化课程，而15/31（48.4%）依赖非正式或自主学习方法。24/31（77.4%）的项目报告有监督下的模拟培训。项目主任认为模拟培训有益，对其教育作用和对表现的影响的平均认可评分为4.18/5。我们的调查表明，大多数泌尿外科培训项目都采用了机器人模拟；然而，并非所有项目都要求住院医师必须参加，也并非都实施了结构化学习课程。解决这些问题有助于促进更统一的培训实践。
