Assessment of a Novel Urology Resident Simulation-Based Curriculum

Introduction: Interactive simulation training during residency is a rapidly growing initiative due to work-hour restrictions, improved simulation model fidelity and an evolving technological field. We designed and implemented a simulation curriculum for urology residents. The objective of this study was to assess its impact on trainee confidence and knowledge. Methods: This was a prospective nonblinded case series analyzing the use of simulation education with entrance and exit surveys. We developed and implemented monthly workshops featuring fundamental urological procedures and skills. Residents from a single academic urology residency program received didactic instruction as well as supervised simulation training from an expert faculty member. Results: The majority of residents highly rated all topics and affirmed that they would repeat the simulation topic in the future. Overall, junior residents averaged a 27% gain in base knowledge (p <0.001), and senior residents reported a 15.5% gain in base knowledge (p <0.001). Didactic and mentored simulation portions of the sessions were considered equally valuable (p >0.5). Of the residents 84% felt the sessions better prepared them to be in the operating room and 94% reported that they would recommend the simulation sessions to a peer (p <0.001). Conclusions: Simulation is a valuable tool that prepares residents for operating room experiences. We have developed a robust simulation curriculum that serves as a feasible and valuable model for other training programs, and has led to increased resident confidence and knowledge in urological procedures and skills.