PD28-12 ASSESSING THE EDUCATIONAL VALUE OF INTENSIVE UROLOGY DIDACTICS FOR NON-UROLOGY RESIDENTS

Abstract

You have accessJournal of UrologyGeneral & Epidemiological Trends & Socioeconomics: Quality Improvement & Patient Safety II1 Apr 2018PD28-12 ASSESSING THE EDUCATIONAL VALUE OF INTENSIVE UROLOGY DIDACTICS FOR NON-UROLOGY RESIDENTS Filipe La Fuente Carvalho, Charlotte Goldman, Jordan Alger, Lambros Stamatakis, and Daniel Marchalik Filipe La Fuente CarvalhoFilipe La Fuente Carvalho More articles by this author , Charlotte GoldmanCharlotte Goldman More articles by this author , Jordan AlgerJordan Alger More articles by this author , Lambros StamatakisLambros Stamatakis More articles by this author , and Daniel MarchalikDaniel Marchalik More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2018.02.1375AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES Management of basic urologic issues is important across specialties; yet many students enter residency with limited exposure to urology. We developed a single session didactic ″urology boot camp″ for non-urology residents to evaluate its effects on participant′s comfort and knowledge managing common urologic issues. METHODS Participants included 29 medical students and 60 residents from internal medicine (57.78%), family medicine (28.89%), and general surgery (13.33%) programs at MedStar Georgetown University Hospital and Washington Hospital Center. An hour-long problem-based didactic session was administered. Participants completed pre- and post-didactic questionnaires, rating their comfort managing catheters, hematuria and failed void trials (VT) on a 5-point Likert scale. Questions assessing their knowledge of appropriate management of catheter-related issues and urinary retention were administered. RESULTS Nearly half of all participants (44.94%) had no formal exposure to urology in medical school. Prior to the didactic session, a minority of participants reported they were comfortable managing various urologic conditions: catheter complications (34.4%), VT failure (30.34%), and hematuria (41.11%). While prior experience was significantly associated with greater pre-didactic comfort in managing all three problems (p<0.05), year of training and undergraduate institution were not. Pre-didactic knowledge was significantly associated with an increased comfort level in managing patients with catheters (p=0.02) and VT failure (p=0.05). Post-didactic comfort was significantly higher in all areas of management (p<0.0001). Knowledge of catheter management increased significantly following didactics (61.1% to 97.5% p<0.0001). There was no significant difference in VT failure management knowledge (84.44% to 92.68%, p=0.11). CONCLUSIONS Nearly half of tested residents reported no prior exposure to urology in undergraduate medical education; however, this exposure is linked to increased residents′ comfort with managing basic urologic conditions. Participation in ″urology boot camp″ significantly improves participants′ comfort managing catheters, VT failures, and hematuria with demonstrable improvement in catheter management knowledge. These findings support expanding exposure to urology didactics in medical school. Further follow-up is needed to assess whether the effects of ″urology boot camps″ are durable over time. © 2018FiguresReferencesRelatedDetails Volume 199Issue 4SApril 2018Page: e567 Advertisement Copyright & Permissions© 2018MetricsAuthor Information Filipe La Fuente Carvalho More articles by this author Charlotte Goldman More articles by this author Jordan Alger More articles by this author Lambros Stamatakis More articles by this author Daniel Marchalik More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...