Abstract
Background: Higher education training in Medicine has considerably evolved in recent years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. Our objective is to identify the knowledge and skills needed in Urology for the real clinical practice of GPs. Methods: An anonymous self-administered survey was carried out among GPs of Primary Care and Emergencies which sought to evaluate urological knowledge and necessary urological skills. The results of the survey were exported and descriptive statistics were performed using IBM SPSS Statistics version 19.0. Results and limitations: A total of 127 answers were obtained, in which ‘Urological infections’, ‘Renal colic’, ‘PSA levels and screening for prostate cancer’, ‘Benign prostatic hyperplasia’, ‘Hematuria’, ‘Scrotal pain’, ‘Prostate cancer diagnosis’, ‘Bladder cancer diagnosis’, ‘Urinary incontinence’, and ‘Erectile dysfunction’ were rated as Very high or High formative requirements (>75%). Regarding urological skills, ‘Abdominal examination’, ‘Interpretation of urinalysis’, ‘Digital rectal examination’, ‘Genital examination’, and ‘Transurethral catheterization’ were assessed as needing Very high or High training in more than 80% of the surveys. The relevance of urological pathology in clinical practice was viewed as Very high or High in more than 80% of the responses. Conclusions: This study has shown helpful results to establish a differentiated prioritization of urological knowledge and skills in Primary Care and Emergencies. Efforts should be aimed at optimizing the teaching in Urology within the Degree of Medicine which consistently ensures patients’ proper care by future GPs.
Highlights
IntroductionOne of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs)
Higher education training in Medicine has considerably evolved in recent years
Using Kern’s [16] six-step approach to curriculum development as a conceptual framework, the aim of our study is to focus on the design of a medical training program which caters for the urological knowledge and skills of future general practitioners (GPs), seeking to respond to the problem identified (Step 1 of Kern’s model) with a needs assessment of urological training needs (Step 2), and on the basis of that, to propose the educational objectives based on the expertise of GPs (Step 3) and performing a curriculum proposal with a theoretical and practical content schedule (Step 4)
Summary
One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. One of the main objectives of medical training is to provide students with the tools and knowledge required to diagnose and treat the most common pathologies, regardless of the medical specialty chosen by students. Given that General Practitioners (GPs) so frequently act as the future gateway to the Health System, teaching Urology in the Degree in Medicine [1,3] is essential to guarantee that their training equips them with the necessary knowledge and skills to manage these urological patients [4]. In Spain, 28% of the places offered for specialization after graduation are for GPs, during the 4 years of residency, rotation in urologic units is not mandatory [5].
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