© Springer International Publishing AG 2018 439
T.S. Köhler, B. Schwartz (eds.), Surgeons as Educators,
https://doi.org/10.1007/978-3-319-64728-9_24
Simulation in Surgery
Wesley Baas, Matthew Davis, and Bradley F. Schwartz
Introduction
Medical training has always relied upon the patient serving as the instruments of
medical education. Halsted’s apprenticeship model was centered around the mantra:
“See one, do one, teach one” [ 1 ]. Under this model, trainees practice their craft on
patients and are required to learn quickly, often through their mistakes. Although
this objective was intended to function with proper oversight and controls, this
method of learning has long been the subject of debate about the safety and ethical-
ity of training on patients [ 2 ]. As such, finding ways to bypass or accelerate the early
learning curve has become paramount. One way physicians are amending their
training while keeping patient safety paramount is through simulation. This is a
relatively new and emerging field with the aim to allow trainees to practice tech-
niques and procedures in a controlled environment that does not jeopardize patient
health [ 3 ].
Urology is a specialty that has been pushing the boundaries of new technologies
since the early 1900s. Simulation is particularly enticing in urology, because with
new technology and techniques comes significant learning curves. Even urologists
who have been in practice for many years are finding that they have to learn new
procedures outside of their traditional training. This is especially challenging to
attending physicians, as they are responsible for helping teach residents procedures
that they are also relatively inexperienced with.
W. Baas, MD • M. Davis, MD • B.F. Schwartz, DO, FACS (*)
Department of Surgery, Urology, Southern Illinois University
School of Medicine, Springfield, IL, USA
e-mail: [email protected]