FCO-105 Can’t Simulate, Won’t simulate: Understanding the barriers of trainee disengagement in a dedicated gynaecology simulation programme

Introduction:

Reduced operative exposure in recent years has led to the development of laparoscopic simulation programmes within gynaecology training. This enables attainment of crucial psychomotor skills and dexterity required for laparoscopic surgery. Transferable skill development ensures trainees are prepared for “real-time” operating1.

Methods:

Trainees were provided with box simulators and access to the EoSIM programme. A five-question survey was then submitted to all trainees. Equal percentage (33%) of trainees responded within Core (ST1-2) / Intermediate (ST 3-5) / Advanced training (ST6-7). Multiple responses were permitted on questions.

Results:

100% of trainees did not complete the EoSIM training programme. 40% didn’t sign up, 7% felt was not useful, 7 % attributed it to lack of consultant support, 27% stated it was lack of dedicated faculty, 20% related it to lack of operating opportunities, 46% correlated it to rota commitments, 13% had technical issues and 40% had no free time. Other responses included exam preparation and heavy workload.

Conclusion:

Feedback is a critical motivator for learning and improvement. Other than rota commitments and technical problems, the lack of dedicated simulation faculty, consultant support and absence of an on-site simulation laboratory may be the real crux of disengagement1. The quality of the transferable skills obtained are reliant on the quality of the exercises. Improving psychomotor and perception skills in a safe, simulated environment will prepare trainees for real-time operating, yet 7% of trainees failed to recognise this. An important aspect of the EoSim programme was self-directed learning, yet in this instance 100% of trainees failed to utilise the opportunity.

1. 'Perfect practice make perfect': The role of laparoscopic simulation in modern gynaecology training. Bryant-Smith A, Rymer J, Holland T. 2019