Framework for incorporating simulation into urology training

Level of Evidence 4 What's known on the subject? and What does the study add? Simulation-based training can provide urology trainees with the opportunity to develop their technical and non-technical skills in a safe and structured environment. Despite its promised benefits, incorporation of simulation into current curricula remains minimal. This paper provides a comprehensive review of the current status of simulation for both technical and non-technical skills training as it pertains to urology. It provides a novel framework with contextualised examples of how simulation could be incorporated into a stage-specific curriculum for trainees through to experienced urologists, thus aiding its integration into current training programmes. OBJECTIVES center dot Changes to working hours, new technologies and increased accountability have rendered the need for alternative training environments for urologists. center dot Simulation offers a promising arena for learning to take place in a safe, realistic setting. center dot Despite its benefits, the incorporation of simulation into urological training programmes remains minimal. center dot The current status and future directions of simulation for training in technical and non-technical skills are reviewed as they pertain to urology. center dot A framework is presented for how simulation-based training could be incorporated into the entire urological curriculum. MATERIALS AND METHODS center dot The literature on simulation in technical and non-technical skills training is reviewed, with a specific focus upon urology. RESULTS center dot To fully integrate simulation into a training curriculum, its possibilities for addressing all the competencies required by a urologist must be realized. center dot At an early stage of training, simulation has been used to develop basic technical skills and cognitive skills, such as decision-making and communication. center dot At an intermediate stage, the studies focus upon more advanced technical skills learnt with virtual reality simulators. center dot Non-technical skills training would include leadership and could be delivered with in situ models. center dot At the final stage, experienced trainees can practise technical and non-technical skills in full crisis simulations situated within a fully-simulated operating rooms. CONCLUSIONS center dot Simulation can provide training in the technical and non-technical skills required to be a competent urologist. center dot The framework presented may guide how best to incorporate simulation into training curricula. center dot Future work should determine whether acquired skills transfer to clinical practice and improve patient care.