High-fidelity simulation-based team training in urology: evaluation of technical and nontechnical skills of urology residents during laparoscopic partial nephrectomy.

INTRODUCTION: The use of low-risk simulation training for resident education is rapidly expanding as teaching centers integrate simulation-based team training (SBTT) sessions into their education curriculum. SBTT is a valuable tool in technical and communication skills training and assessment for residents. We created a unique SBTT scenario for urology residents involving a laparoscopic partial nephrectomy procedure. MATERIALS AND METHODS: Urology residents were randomly paired with a certified registered nurse anesthetists or an anesthesia resident. The scenario incorporated a laparoscopic right partial nephrectomy utilizing a unique polyvinyl alcohol kidney model with an embedded 3cm lower pole exophytic tumor and the high-fidelity SimMan3G mannequin. The Urology residents were instructed to pay particular attention to the patient's identifying information provided at the beginning of the case. Two scripted events occurred, the patient had an anaphylactic reaction to a drug and, after tumor specimen was sent for a frozen section, the confederate pathologist called into the operating room (OR) twice, first with the wrong patient name and subsequently with the wrong specimen. After the scenario was complete, technical performance and nontechnical performance were evaluated and assessed. A debriefing session followed the scenario to discuss and assess technical performance and interdisciplinary nontechnical communication between the team. RESULTS: All Urology residents (n = 9) rated the SBTT scenario as a useful tool in developing communication skills among the OR team and 88% rated the model as useful for technical skills training. Despite cuing to note patient identification, only 3 of 9 (33%) participants identified that the wrong patient information was presented when the confederate "pathologist" called in to report pathology results. CONCLUSION: All urology residents rated SBTT sessions as useful for the development of communication skills between different team members and making residents aware of unlikely but potential critical errors in the OR. We will continue to use SBTT as a useful method to develop resident technical and nontechnical skills outside of the high-risk operating environment.

Tracking and assessment of technical skills acquisition among urology residents for open, laparoscopic, and robotic skills over 4 years: is there a trend?

BACKGROUND AND PURPOSE: Tracking the progression of technical skill acquisition during urology residency training is an essential yet challenging task that has been mostly based on anecdotal and subjective performance assessment. We evaluated five surgical tasks used at our institution to assess skill acquisition among residents over 4 consecutive years in an effort to determine appropriate skill testing for resident proficiency relative to level of training for future performance testing. METHODS: Urology residents were tested yearly throughout the course of their residency with five surgical tasks in an open, laparoscopic, and robotic format. The five tasks were: (1) rings on a peg, (2) thread the rings, (3) cut the line, (4) hexagonal suturing, and (5) suture and knot tying. Evaluation was performed by a trained instructor to assess quantity and quality of the skill task performance. RESULTS: The highest scores were obtained on all open tasks regardless of training level. Residents performed second best on robotic and lowest on the laparoscopic skill tasks. The score difference among surgery platforms was statistically significant P<0.0005 across all tasks. It was Tasks 2 and 5, however, that showed a statistically significant difference in overall quantity×quality score between different postgraduate year (PGY) residents (P=0.03 and P=0.02). In addition, the quantity score for Task 5 also showed a statistically significant difference among PGY residents (P=0.04). There was no statistically significant difference in time to perform tasks among PG years. CONCLUSIONS: The high-level Tasks 2 and 5 were the most useful in differentiating different levels of skill task competency among urology residents and appear to be most useful in assessing the degree of improvement among residents during training. These tasks have subsequently been worked into our institution's testing curriculum.

Validation, correlation, and comparison of the da Vinci trainer(™) and the daVinci surgical skills simulator(™) using the Mimic(™) software for urologic robotic surgical education.

PURPOSE: Virtual reality simulators with self-assessment software may assist novice robotic surgeons to augment direct proctoring in robotic surgical skill acquisition. We compare and correlate the da Vinci Trainer™ (dVT) and da Vinci Surgical Skills Simulators (dVSSS) in subjects with varying robotic experience. MATERIALS AND METHODS: Students, urology residents, fellows, and practicing urologists with varying robotic experience were enrolled after local institutional review board approval. Three virtual reality tasks were preformed in sequential order (pegboard 1, pegboard 2, and tubes)-initially on the dVSSS and then on the dVT. The Mimic™ software used on both systems provides raw values and percent scores that were used in statistical evaluation. Statistical analysis was performed with the two-tailed independent t-test, analysis of variance, Tukey, and the Pearson rank correlation coefficient where appropriate. RESULTS: Thirty-two participants were recruited for this study and separated into five groups based on robotic surgery experience. In regards to construct validity, both simulators were able to differentiate differences among the five robotic surgery experience groups in the tubes suturing task (p≤0.00). Sixty-seven percent (4/6) robotic experts thought that surgical simulation should be implemented in residency training. The overall cohort considered both platforms easy to learn and use. CONCLUSIONS: Although performance scores were less in the dVT compared with the dVSSS, both simulators demonstrate good content and construct validity. The simulators appear to be equivalent for assessing surgeon proficiency and either can be used for robotic skills training with self-assessment feedback.