Efficacy of a multi-institutional virtual urology course for medical students: student perspectives

You have accessJournal of UrologyCME1 Apr 2023PD30-12 EFFICACY OF A MULTI-INSTITUTIONAL VIRTUAL UROLOGY COURSE FOR MEDICAL STUDENTS: STUDENT PERSPECTIVES Ezra Margolin, Jane Kurtzman, George Moran, Miyad Movassaghi, Rainjade Chung, Christopher Anderson, and Gina Badalato Ezra MargolinEzra Margolin More articles by this author , Jane KurtzmanJane Kurtzman More articles by this author , George MoranGeorge Moran More articles by this author , Miyad MovassaghiMiyad Movassaghi More articles by this author , Rainjade ChungRainjade Chung More articles by this author , Christopher AndersonChristopher Anderson More articles by this author , and Gina BadalatoGina Badalato More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003316.12AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Virtual learning tools have an increasingly important role in urologic education. We aimed to develop and evaluate a virtual urology course for medical students preparing for subinternships. METHODS: We created a curriculum of online case-based urology modules using the Canvas platform (Instructure, Salt Lake City, UT) with sections on urinary incontinence, kidney stones, bladder cancer, prostate cancer, erectile dysfunction, hematuria, and vesicoureteral reflux. In May 2022, we offered a 4-week virtual urology course to medical students at institutions across the country. Students and faculty engaged in asynchronous dialogue on discussion boards and live discussion on a videoconference platform. The course also offered networking opportunities and a panel to discuss preparation for subinternships. Students completed anonymous pre-course and post-course surveys assessing confidence in patient evaluation, pathophysiology, literature appraisal, and patient counseling. Surveys also assessed confidence in content knowledge related to each disease process. Outcomes were scored on a 5-point Likert scale and were compared using Wilcoxon signed-rank tests. RESULTS: The course included 72 students from 31 institutions. Thirty students (42%) completed both the pre-course and post-course surveys. Median confidence scores increased across all four learning domains (Figure): patient evaluation (2.5 vs. 2), pathophysiology (3 vs. 2), literature appraisal (3 vs. 2), and patient counseling (3 vs. 1) (all p<0.001). Median confidence in content knowledge increased across all topics: urinary incontinence (3 vs. 2), kidney stones (3 vs. 2), bladder cancer (3 vs. 1), prostate cancer (3 vs. 1), erectile dysfunction (2.5 vs. 1), hematuria (3 vs. 2), and vesicoureteral reflux (3 vs. 1) (all p<0.001). Overall, 24/30 students (80%) rated the course "excellent" or "very good," and 28/30 students (93%) "strongly agree" or "somewhat agree" that the course was effective in preparing for subinternships. CONCLUSIONS: A multi-institutional virtual urology course for medical students improved confidence across learning domains and improved content knowledge across multiple disease processes. This course was widely accessible, highly rated, and effective in preparing students for urology subinternships. Source of Funding: Society of Academic Urologists © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e835 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Ezra Margolin More articles by this author Jane Kurtzman More articles by this author George Moran More articles by this author Miyad Movassaghi More articles by this author Rainjade Chung More articles by this author Christopher Anderson More articles by this author Gina Badalato More articles by this author Expand All Advertisement PDF downloadLoading ...