About TIU

History

Since 1987 courses and workshops are being organized for urologists and residents, with the aim of optimizing the quality of medical practice. This is initiated by the foundation ’Workgroup Endourology Netherlands’, with Ad Hendrikx as president.

In the past years, the modernization of Urological residency has started. The insight came that there were too few educational principles as a basis of the existing courses. Most of the time, the courses were only held once and were not obliged. Furthermore, the results of these courses were generally not examined. If they were, this would have no consequences.

In the past years the following steps have been made to improve the quality of the education:

  • 2005: From now on the practical courses for the residents in Urology are obliged. They are organized in collaboration with the ‘Urological Educational Institute’ .
  • 2006: The research project ‘Training in Urology’ was initiated by Ad Hendrikx together with Albert Scherpbier en Barbara Schout. In this project the educational value of simulators for endourological skills was studied.
  • 2008: The skillslabcommittee, with dr. Ad Hendrikx as president, was raised by the Concilium. The aim of this committee is to make an inventory of the local level of practice training, to structure this, to fill up the gaps, and by this, to design a complete skillstraining program. The committee contains urologists and residents as representatives of each Dutch educational hospital. By this construction a broad network of support for the project was created.
  • 2009:  The new curriculum Urology was launched. The curriculum is now directed toward the definition of end terms and the examination of competences on certain benchmarks in residency. The curriculum describes the competences a resident should have in certain fases of their education. It also describes which subareas and types of operations a resident should encounter during their education.
  • 2009: The first new course, including examination and certification of laparoscopic basic skills (UPFRONT course) is introduced in Dutch urological residency as an obliged course in the line of the eight other existing courses.
  • 2010: The first PhD student of the project, Barbara Schout, completes her PhD Cum Laude.
  • 2012: The team of urologists, residents and medical didactics is amplified with an expert on patient safety: Prof. Cordula Wagner.
  • 2012: Thesis completion of the second PhD student of the project: Marjolein Persoon.
  • 2012: The ‘Concilium’ and the Committee of Course Education officially support the implementation of the 40 hour Training in Urology project.
  • 2012-2013: Actual implementation of first 8 modules in first 8 teaching hospitals in the Netherlands
  • 2013: Report Training in Urology: first phase of implementation 2012-2013: 40 hours project.
  • 2014 March: The concilium (board of program directors) officially declared the now called UVO (Urologisch Vaardigheids Onderwijs) / DUPS (Dutch Urology Practical Skills training program) obligatory for all residents. From 2015 on alle 25 teaching hospitals in the Netherlands are obliged to organize local training, considering the first 8 modules of the project.

Vision

By improving education, the quality of healthcare will be improved as well.  Skills and / or actions a doctor can learn outside the patient should be teached taught and trained so.

 

Main goals

The main goals of the project Training in Urology are:

  1. To improve knowledge and skills of urologists and residents concerning medical technology
  2. Development and validation of media to train skills (simulators)
  3. Development of specific procedure-focused curricula
  4. Accomplishment of a good transfer from simulator to patient
  5. Integration of non-technical skills and educational principles in training programs

These main goals should be achieved in a good educational way, on the basis of evidence based and validated methods. In this, patient safety is of high importance.

 

Projectmembers

Patient safety

  • Prof. Cordula Wagner – VU-EMGO/NIVEL

Medical Education

  • Prof. Albert Scherpbier – Universiteit Maastricht
  • Prof. Jeroen van Merrienboer – Universiteit Maastricht
  • Prof. Cees van der Vleuten – Universiteit Maastricht

Urology

  • Dr. Ad Hendrikx – Catharina Ziekenhuis Eindhoven
  • Prof. Fred Witjes – UMC Radboud Nijmegen
  • Prof. Rob Pelger – Leids Universitair Medisch Centrum
  • Dr. Evert Koldewijn – Catharina Ziekenhuis Eindhoven
  • Dr. John Rietbergen – Sint Franciscus Gasthuis Rotterdam
  • Dr. Barbara Schout – Medisch Centrum Alkmaar

PhD students

  • Irene Tjiam – Catharina Ziekenhuis Eindhoven / Universiteit Maastricht / UMC Radboud Nijmegen
  • Willem Brinkman – Catharina Ziekenhuis Eindhoven / UMC Radboud Nijmegen
  • Heleen de Vries – EMGO Instituut / UMC Leiden / Catharina Ziekenhuis Eindhoven

Logistic and administrative support

  • UOI secretary
  • Yvonne van Bokhoven

Educational principles

The main principles are:

  • The need to improve knowledge and skills on medical equipment. Healthcare institutions and caretakers underestimate the risks of usage of medical technology.  (Ref: report IGZ, risks of medical technology underestimated).
  • Education for the residents with as little risk on health hazards possible for the patient. (Ref: IGZ, multiple year policy plan 2012-2015). This means: learn what you can learn outside the patient.
  • Good education is crucial for good healthcare, and education about patient safety is crucial for safe healthcare (Ref: G vd Wal, IGZ).
  • Deliberate practice (Ref: KA Ericsson): practicing has to be performed often, obliged and integrated in the daily practice. It is nog always ‘fun’ and not optional.
  • Experiental learning (Ref: DA Kolb): learning is a continuous process which contains:
    • The resident gains experience, either by observation or by doing an action by him or herself
    • The resident reflects on this learning experience
    • The resident uses their refection to determine what they want to learn and how to improve their future actions.
    • The resident takes concrete steps to learn and improve their skills.
  • Whole task training (Ref: JJG van Merrienboer). We focus on learning the complete procedure, from the beginning to the end, because “in clinical practice, the whole is much greater than the sum of its parts”.

 

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