Introduction: Over the last decade, simulation-based education (SBE) has evolved from a supplementary training modality into an essential core component of early urology specialty training in the United Kingdom. Introduced in 2015, the ST3 urology simulation bootcamp was designed to address heterogeneity in trainee experience, constrained operative exposure and the heightened anxiety associated with transition into specialty training. Objective: The main aim is to evaluate the evolution, structure, educational outcomes and explore the wider impact of 10 years of SBE on early urology careers in the United Kingdom. Methods: This narrative review amalgamates published literature, programme evaluations and the longitudinal experience of the UK ST3 urology bootcamp. The development of the bootcamp model, its educational framework, simulation modalities, assessment rubrics and integration within the national training structures are described. Educational and professional outcomes over 10 years are evaluated. Results: The urology bootcamp has consistently demonstrated improvement in trainees’ knowledge, technical skills, confidence and preparedness at the point of specialty entry. Multimodal simulation addressing both technical and non-technical skills has supported smoother transitions into clinical practice, earlier engagement in operative opportunities and professional identity formation. Iterative refinement informed by trainee and faculty feedback has enhanced curricular relevance and alignment with real-world needs and demands. The bootcamp model has also been successfully adapted internationally, including in low-resource settings. Conclusion: Over the decade, simulation-based urology bootcamp training has become a foundational element of early specialty education in the United Kingdom. By mitigating transitional uncertainties, addressing educational heterogeneity and supporting essential skills acquisition, the bootcamp model offers a scalable, reproducible, evidence-based framework with relevance across surgical specialties and training programmes.
Ong et al. (Wed,) studied this question.