Advances in Medical Education and Practice (Jun 2020)

Simulation Training in Urology: State of the Art and Future Directions

  • Canalichio KL,
  • Berrondo C,
  • Lendvay TS

Journal volume & issue
Vol. Volume 11
pp. 391 – 396


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Katie Lynn Canalichio,1,2 Claudia Berrondo,3 Thomas S Lendvay1,2 1Pediatric Urology, Seattle Children’s Hospital, Seattle, WA, USA; 2Urology, University of Washington, Seattle, WA, USA; 3Pediatric Urology, University of Nebraska Medical Center, Omaha, NE, USACorrespondence: Katie Lynn CanalichioPediatric Urology, Seattle Children’s Hospital, OA.9.220 PO Box 5371, Seattle, WA 98145-5005, USATel +1 206 987 6913Fax +1 206 987 3155Email [email protected]: There has been a major shift from the old paradigm of ‘see one, do one, teach one’ in medical training due in large part to resident work-hour restrictions and required oversight in the operating room. In response to this, advancements in technology have allowed for the introduction of more objective measures to assess the skill competency and proficiency of surgical trainees. Patient safety and trainee well-being are important drivers for this new model, and so surgical training programs are adopting simulation into their curriculum. Urology is uniquely positioned at the forefront of new emerging technologies in surgery, because of the field’s commitment to safe and efficient minimally invasive surgery and endourological procedures. Due to these technically challenging procedures, urological training must incorporate these educational technologies to allow for objective skills assessment, skills transfer, and ultimately providing optimal patient care with the production of proficient and competent urological trainees.Keywords: surgical education, virtual reality, 3D printing, evaluation, credentialing, crowd-sourced