A continued need for simulation facilities technologies and resources in Canadian urology training

摘要

The training of a competent urologist is a complex multidimensional process. As in any learning process, educational activities must address objectives in the cognitive, affective, and psychomotor domains.1 Simulation is but one teaching strategy and should be integrated into a well-developed training curriculum. It is critical that educators understand the benefits and advantages of simulation-based training over other teaching strategies and implement such methods when and where appropriate.2