Study design, materials and methods
Surgical procedures were analysed in detail. Specific recurring work processes and surgical steps were identified and these were divided into the "smallest standardisable surgical steps" (4S) and thus into teaching units to be trained. Simple organ preparations made from inexpensive fleece material were used to teach open, laparoscopic or robotic end-to-end anastomosis, blader neoimplantation and renal pelvic plasty were used. The theoretical and practical learning process was supported by the specially developed learning concept (4TM - Teaching |Tutoring | Mental Training | Training). The learning success was assessed by means of questionnaires with learning success control, video analyses of the practicalpractical exercises and evaluation by the tutor as well as self-assessment by the trainee.The 4 types of vesicoureteral reconstruction could be trained well on the fleece model.
Interpretation of results
Structured, repetitive training on body-like models improves the learning effect and consolidates the necessary procedures.Targeted mental training and 90-second videos enabled the individual work steps to be learnt and consolidated more quickly. The participants were able to reproduce the processes in detail and correctly. Mastering the work processes also improved skills training.