• Hugh Mackenzie, Tamzin Cuming, Danilo Miskovic, Susannah M Wyles, Laura Langsford, John Anderson, Siwan Thomas-Gibson, Roland Valori, George B Hanna, Mark G Coleman, and Nader Francis.
• *Department of Surgery and Cancer, Imperial College, London, United Kingdom †Department of Surgery, Princess Alexandra Hospital, Harlow, United Kingdom ‡John Goligher Colorectal Unit, The Leeds Teaching Hospitals, Leeds, United Kingdom §National Training Programme for Laparoscopic Surgery, Plymouth, United Kingdom ¶Department of Gastroenterology, Gloucestershire Hospitals, Gloucester, United Kingdom ∥Wolfson Unit for Endoscopy, St Mark's Hospital, London, United Kingdom **Colorectal Unit, Derriford Hospital, Plymouth, United Kingdom ††Department of Surgery, Yeovil District Hospital Foundation Trust, Yeovil, United Kingdom.
• Ann. Surg.. 2015 Jan 1;261(1):149-56.

ObjectiveTo validate the delivery and efficacy of the national laparoscopic colorectal surgery "training the trainer" (Lapco TT) curriculum.BackgroundThe National Training Programme in Laparoscopic Colorectal Surgery designed the Lapco TT curriculum to improve, standardize, and benchmark the quality of training. Evidence for such courses rarely extends beyond subjective feedback.MethodsThe Lapco TT curriculum tailors key teaching skills for laparoscopic colorectal surgery: training structure, skills deconstruction, trainer intervention, and performance enhancing feedback. Ten Lapco TT courses were delivered to 65 national Lapco trainers since 2010. The course was validated at Kirkpatrick's 4 levels of evaluation: (i) pre- and post-course interviews reflecting initial reaction; (ii) training quality assessment on simulated scenarios using the Structured Training Trainer Assessment Report (STTAR) tool; (iii) follow-up interviews at 4 to 6 months; and (iv) delegate performance ratings, by their trainees, using the mini-STTAR and the delegates' trainees learning curves before and after the course.ResultsThere were significant improvements in training in the post-course simulated scenario, especially in the "set" (P < 0.001). Delegates described improved framework and structure in their native training environment, which aided difficult training situations. Findings mirrored in performance ratings by their trainees: overall (4.37 vs 4.46, P = 0.040), agreed learning points (3.65 vs 4.00, P = 0.042), encouraged self-reflection (3.67 vs 3.94, P = 0.046), and encouraged team awareness (3.53 vs 4.05, P = 0.045). The learning curve of delegates' trainees improved after the course.ConclusionsThe Lapco TT curriculum improved training performance in the short- and long-term, provided a structured training framework, and enhanced the learning curve of delegates' trainees.

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