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UPJ INSIGHT Advanced Urology Boot Camp: A Simulation-based Curriculum to Enhance Student Procedural Competency

By: Megan Stout, MD, The Ohio State University Medical Center, Columbus; Jennifer Ballinger, MD, The Ohio State University Medical Center, Columbus; Tasha Posid, MA, PhD, The Ohio State University Medical Center, Columbus; Cheryl Lee, MD, The Ohio State University Medical Center, Columbus; John Cooper, MD, The Ohio State University Medical Center, Columbus; Justin Rose, BA, The Ohio State University Medical Center, Columbus; Fara Bellows, MD, The Ohio State University Medical Center, Columbus | Posted on: 20 Apr 2023

Stout M, Ballinger J, Posid T, et al. Advanced urology boot camp: a simulation-based curriculum to enhance fourth-year medical student procedural competency. Urol Pract. 2023;10(2):195-201.

Study Need and Importance

Simulation-based medical education continues to gain popularity as the clinical environment requires exemplary patient safety while simultaneously maximizing the learner’s educational experience. There is a current lack of urology-focused medical student education curricula in the literature. Here, we present the findings of a didactic and simulation-based medical student advanced “urology boot camp” curriculum, which was designed for learners interested in pursuing careers in urology.

What We Found

Medical students demonstrated significant gains in knowledge from pre-test to post-test, which was consistent across each simulation procedure (see Figure). Participants self-reported significant improvement in confidence with the procedures from before to after the educational intervention. Students also found the curriculum to be beneficial to their understanding of the subject matter, would recommend this curriculum to other medical students, and thought it better prepared them to meet expected ACGME (Accreditation Council for Graduate Medical Education) milestones.

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Figure. Medical students demonstrated significant gains in knowledge (*) from pre-test to post-test, which was consistent across each simulation procedure.

Limitations

Our study is not without limitations. Our main limitation was sample size. The small number of fourth-year medical students participating in a urology subinternship inherently limited the number of participants. A longer-duration study would allow for a larger sample size and the ability to evaluate reproducibility of results between groups. We were also unable to assess how curriculum skills translated to urology intern and junior level performance; therefore, a survey-based follow-up evaluation for all participants during their intern year could contribute to the validity of the outcomes.

Interpretation for Patient Care

Our study demonstrated objective gains in knowledge and self-reported confidence following a simulation-based curriculum for commonly performed urological bedside procedures. We believe that advanced “boot camp” can improve preparation for urology residency, with the potential for sustained benefit over the course of one’s urology career and individual patient care.

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