PD02-09 WHEN VIRTUAL BECOMES REALITY: DEVELOPMENT AND IMPLEMENTATION OF A VIRTUAL UROLOGIC SUB-INTERNSHIP PROGRAM FOR FOURTH YEAR MEDICAL STUDENTS

Abstract

You have accessJournal of UrologyEducation Research I (PD02)1 Sep 2021PD02-09 WHEN VIRTUAL BECOMES REALITY: DEVELOPMENT AND IMPLEMENTATION OF A VIRTUAL UROLOGIC SUB-INTERNSHIP PROGRAM FOR FOURTH YEAR MEDICAL STUDENTS Bristol B. Whiles, Casey G. Kowalik, Moben Mirza, and Kerri L. Thurmon Bristol B. WhilesBristol B. Whiles More articles by this author , Casey G. KowalikCasey G. Kowalik More articles by this author , Moben MirzaMoben Mirza More articles by this author , and Kerri L. ThurmonKerri L. Thurmon More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000001966.09AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: The COVID-19 pandemic has resulted in a disruption and disturbance in medical education and the training of our future physicians. This pandemic posed a unique challenge for educators, especially in the surgical clerkship learning environment where a large proportion of teaching occurs in the operating room. It has required medical educators to become creative in their training efforts of medical students. These changes prompted the development of a virtual urology sub-internship rotation our institution for visiting fourth year medical students. The purpose of this study was to implement a virtual urologic surgery sub-internship program and evaluate medical student impressions of the experience. METHODS: A two-week urology curriculum was created with content delivered by two-way, interactive videoconferencing. The curriculum included synchronous and individual learning with live patient clinical experiences in the outpatient clinic and operating room, faculty lectures, and departmental conferences. The students also completed self-reflective writing exercises and a grand rounds presentation. Student impressions of the rotation were assessed with an anonymous exit survey. Descriptive statistics were utilized to evaluate the 5-point Likert Scale responses, with 5 being “strongly positive” and 1 “strongly negative”. RESULTS: A total of 40 students applied for the rotation and 18 were selected for 1 of 5 two-week rotation blocks. All students successfully completed the rotation and received a Pass. Of the 18 students who participated in the virtual rotation, 16 (88.9%) completed the exit survey. The overall experience was rated as “strongly positive” by 14 of 16 (87.5%) students. The learning experience was rated as 4.75±0.45 (average±SD). The rotation positively impacted our virtual students’ plan to apply to this residency program (4.81±0.54). All students reported they would recommend this rotation to a fellow student. All feedback regarding the self-reflection activities was positive. CONCLUSIONS: We successfully implemented a two-week virtual urologic sub-internship rotation with a wide variety of clinical and educational experiences. This is a unique experience in surgery that can easily be implemented by other urology or surgical subspeciality programs in the future. Source of Funding: None © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e40-e41 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.MetricsAuthor Information Bristol B. Whiles More articles by this author Casey G. Kowalik More articles by this author Moben Mirza More articles by this author Kerri L. Thurmon More articles by this author Expand All Advertisement Loading ...