Medical Junior Research Articles

Undergraduate teaching of surgical skills in the UK: systematic review.

Students must be proficient in surgical skills according to General Medical Council and Royal College of Surgeons of England guidelines. If these skills are not appropriately taught, there is a risk of an incoming junior workforce with inadequate surgical skills. This paper aimed to review the literature relating to undergraduate teaching of surgical skills in the UK and summarize future suggested training methods. The databases MEDLINE, Embase and SCOPUS were searched, and the existing literature relating to methodology of undergraduate teaching of surgical skills in the UK over the past 10 years was summarized. The Medical Education Research Quality Instrument was used to assess research quality. A total of 19 papers were included. Cross-sectional evaluations and survey-based studies highlight a clear deficit in surgical skills teaching in the UK. Medical students are currently unable to fulfil their own learning needs and meet requirements set out by the General Medical Council. This lack of surgical teaching appears to negatively affect student desire to pursue a surgical career. The three main themes for improvement are extracurricular surgical skills days, near-peer teaching and simulation. Each method appeared to improve learning, although no studies utilized medium- to long-term follow-up to demonstrate efficacy and there lacks a clear consensus as to the 'standard' of undergraduate surgical skill education. There was also potential for selection bias and response shift bias in many of the studies assessing pre- and postintervention confidence and opinions. There is a concerning lack of surgical skills teaching that has resulted in medical students and junior doctors not having the necessary surgical skills as per General Medical Council guidance and students feel that their own learning needs are not met. This failure to address the learning deficit may be responsible for the fall in surgical competition ratios. While surgical skills teaching must be improved urgently, more robust evidence is required to evaluate the optimal ways of approaching this issue.

Navigating Informed Consent and Patient Safety in Surgery: Lessons for Medical Students and Junior Trainees.

AbstractIn the operating room, patient safety is of paramount importance. Medical students and junior trainees, despite their primary role as students, may play active roles in assessing patient safety and reporting suspected errors. Active consent is one layer of patient safety that is continuously assessed by several team members. This article examines an instance where patient consent may have been violated. Through the lens of trainee and senior perspectives, we discuss the ethical principles at stake and provide recommendations for medical student and junior trainee involvement in patient care when an error is suspected.

Practical Ethics: A Medical Student's Ethical Case in Surgery Clerkship.

AbstractOne factor that impedes medical students from speaking up about ethical situations is the lack of sufficient knowledge and skills in conflict resolution. This may also affect students' decision and timing to intervene. This article will provide practical ways to effectively and efficiently address the medical student's ethical case presented in August A. Culbert et al.'s "Navigating Informed Consent and Patient Safety in Surgery: Lessons for Medical Students and Junior Trainees."

Patient Autonomy: How a Student's Surgical Experience Highlights the Need for a New Standard Operating Procedure.

AbstractThe concerns regarding patient autonomy presented in August A. Culbert et al.'s "Navigating Informed Consent and Patient Safety in Surgery: Lessons for Medical Students and Junior Trainees" fall just short of addressing the main issue. Patient autonomy is not something that just one member of a team should consider, and it should not be something that any protocol should have the power to subvert, particularly in an environment as tenuous as the operating room. This article will take the concerns regarding the ethics of removing a patient's hearing aid prior to entering the operating room presented in the aforementioned article and show the necessity for a new standard operating procedure.

1170 An Experience of Arranging the UK’s First Free Robotic Surgery Workshop for Medical Students and Doctors Early in Their Careers

Abstract Aim Training opportunities for Robotic Surgery training are very competitive and expensive in the era of parallel training with consultants also in a learning phase. We share our experience of providing a free Robotic Surgery workshop to medical students and junior doctors under the umbrella of Association of Surgeons in training (ASiT). Method The course was organised as a collaboration between ASiT and Intuitive Surgical at Leicester General Hospital Educational centre. Dedicated opportunities were designed for device training, theory, and DaVinci XI console and simulator stations. Training was provided by a Robotic Surgery Fellow and Technical team from Intuitive on voluntary basis. No fees were charged for the course. Results 48 Delegates applied for registration. 23 were shortlisted into four groups. 13 medical students and 10 doctors were in attendance. Each Delegate was provided a dedicated time of at least 20 minutes on each station. Delegates had an opportunity to use the Console and Simulator for training exercises. Feedback from the course was resoundingly positive. To our knowledge this was the 1st free Robotic Surgery course in UK providing hands on experience to medical students and junior doctors. Conclusions Our experience of organizing a “Free Robotic Surgery Workshop” may be utilised nationally to increase training opportunities for medical students and junior doctors.

Investigating the impact of innovative AI chatbot on post-pandemic medical education and clinical assistance: a comprehensive analysis.

The COVID-19 pandemic has significantly disrupted clinical experience and exposure of medical students and junior doctors. Artificial Intelligence (AI) integration in medical education has the potential to enhance learning and improve patient care. This study aimed to evaluate the effectiveness of three popular large language models (LLMs) in serving as clinical decision-making support tools for junior doctors. A series of increasingly complex clinical scenarios were presented to ChatGPT, Google's Bard and Bing's AI. Their responses were evaluated against standard guidelines, and for reliability by the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, the Coleman-Liau Index, and the modified DISCERN score for assessing suitability. Lastly, the LLMs outputs were assessed by using the Likert scale for accuracy, informativeness, and accessibility by three experienced specialists. In terms of readability and reliability, ChatGPT stood out among the three LLMs, recording the highest scores in Flesch Reading Ease (31.2 ± 3.5), Flesch-Kincaid Grade Level (13.5 ± 0.7), Coleman-Lau Index (13) and DISCERN (62 ± 4.4). These results suggest statistically significant superior comprehensibility and alignment with clinical guidelines in the medical advice given by ChatGPT. Bard followed closely behind, with BingAI trailing in all categories. The only non-significant statistical differences (P > 0.05) were found between ChatGPT and Bard's readability indices, and between the Flesch Reading Ease scores of ChatGPT/Bard and BingAI. This study demonstrates the potential utility of LLMs in fostering self-directed and personalized learning, as well as bolstering clinical decision-making support for junior doctors. However further development is needed for its integration into education.

ChatGPT-4: Transforming Medical Education and Addressing Clinical Exposure Challenges in the Post-pandemic Era.

The COVID-19 pandemic has affected medical education, constraining clinical exposure and posing unprecedented challenges for students and junior doctors. This research explores the potential of artificial intelligence (AI), specifically the ChatGPT-4 language model, to transform medical education and address the deficiencies in clinical exposure during the post-pandemic era. What is the potential of AI large language models in delivering safe and coherent medical advice to junior doctors for clinical orthopaedic scenarios? A series of diverse orthopaedic questions was presented to ChatGPT-4, from general medicine to highly specialised fields. The questions were based on a variety of common orthopaedic presentations including neck of femur fracture, compartment syndrome, pulmonary embolism, and a motor vehicle accident. A validated questionnaire (Likert Scale) was implemented to evaluate the answers produced by ChatGPT-4. Our results indicate that ChatGPT-4 exhibits exceptional proficiency in delivering accurate and coherent medical advice. Its intuitive interface, accessibility, and sophisticated algorithm render it an ideal supplementary tool for medical students and junior doctors. Despite certain limitations, such as its inability to fully address highly specialised areas, this study highlights the potential of AI and ChatGPT-4 to revolutionise medical education and fill the clinical exposure void generated by the pandemic. Future research should concentrate on the practical application of ChatGPT-4 in real-world medical environments and its integration with other emerging technologies to optimise its influence on the education and training of healthcare professionals. ChatGPT-4's integration into orthopaedic education and practice can mitigate pandemic-related experience gaps, promoting self-directed, personalised learning and decision-making support for interns and residents. Future advancements may address limitations to enhance healthcare professionals' learning and expertise. Level III evidence-observational study.

Effectiveness of Mentorships and Early Exposure in Neurosurgery

Mentorship programs are crucial for continuous medical education, improving personal confidence, knowledge, and skills, and have been associated with staff retention and overall career satisfaction. However, there are limited studies evaluating the effectiveness of mentorship programs in neurosurgery. The study aims to evaluate the effectiveness of mentorship programs in neurosurgery, focusing on knowledge and skill development, personal growth, and networking opportunities. A cross-sectional study was conducted during the 9th Hoz Neurosurgery Mentorship Program, involving 175 participants from 16 countries. Precourse and postcourse surveys assessed participants' neurosurgical knowledge, research experience, personal abilities, and acknowledgment of neurosurgical subspecialties. Of the participants, 89% were from Iraq, with the remaining from various countries. Most participants were medical students in their early years. The average neurosurgical knowledge score increased from 35.29/60 precourse to 38.4/60 postcourse. The total passing percentage increased from 71% precourse to 86% postcourse. Prior to the program, 87% of participants had not participated in research projects, and 69% had not presented at scientific meetings. Feedback from the postcourse survey highlighted personal development, leadership, teamwork, public speaking skills, and ethical and moral aspects of being a neurosurgeon. Mentorship programs are effective in advancing the skills and capabilities of medical students, junior residents, and physicians. Evaluation of their effectiveness should consider not only scientific knowledge but also practical capabilities, personal growth, and critical thinking development. Free-of-charge programs with diverse participants and overall effectiveness make such experiences unique compared to other mentorship opportunities.

The Effectiveness of Online Learning in Improving the Electrocardiogram Interpretation Skills of Junior Medical Trainees: A Mixed Methods Observational Study.

Introduction The COVID-19 pandemic hindered medical education and limited access to clinical skills training for trainee medical doctors, including electrocardiogram (ECG) interpretation. These restrictions prompted a shift towards virtual training environments and online learning. In this study, we assessed the impact of the pandemic on trainees' confidence and their perceived difficulty in independently interpreting ECGs. Additionally, we examined the effectiveness of two online learning approaches, namely lectures and case-solving webinars, in improving theirskills. Methods The study was a mixed methods observational study conducted in three phases. In the first phase, a cross-sectional study was conducted to subjectively assess the trainees' confidence levels and the perceived difficulty independently reading ECGs. The second phase involved a cohort study where an online learning module consisting of eight lecture-based sessions was implemented. This module covered all the topics recommended in the foundation doctor training curriculum. The third phase also involved a cohort studywherean online case-based discussion learning module with two problem-solving webinars was introduced. We assessed the outcomes on a 1 to 10 Likert scale for confidence and perceived difficultyin independently reading ECGs. Results Sixty-five trainees participated in the initial cross-sectional study. Among them, 100% of the participants reported substantial difficulty in interpreting ECGs (scoring 6 or more on the Likert scale), and 76.5% of the participants did not feel enough confidence to read ECGs independently (scoring 6 or less). Ten trainees attended the second phase. Online lectures significantly increased the mean confidence score by 1.9 points (t(9) = 2.82, p = 0.02, 95% confidence interval (CI) [0.38-3.42]) and significantly reduced the mean of the perceived difficulty score by 2.7 points (t(9) = 5.71, p < 0.001, 95% CI [1.63-3.77]). Compared to the online lectures, the online problem-solving sessions significantly increased the mean of the composite score of confidence and perceived difficulty in reading ECGs (-0.8 vs. 4 points, 95% CI [1.49, 8.26], p = 0.011). Conclusion The COVID-19 pandemic negatively affected the ECG reading skills of junior medical trainees. However, the online teaching approach effectively improved their confidence and the level of difficulty they experienced in ECG interpretation. Applying online case problem-solving was found to be superior to the lecture-based approach in enhancing these parameters.

MJM MedTalks (S01E04 &amp; S01E05): A Conversation with Dr. John Hughes

The McGill Journal of Medicine (MJM) MedTalks podcast aims to share knowledge and advice with trainees in medicine and the health sciences through interviews with members of the medical community at McGill University and beyond on their careers, research, advocacy, and more. In this episode, Masha (Maryia) Samuel, MJM podcast team member and MSc student in Experimental Medicine interviews Dr. John Hughes, family physician and Assistant Professor at the McGill University Faculty of Medicine. In the first part of the interview, they discuss Dr. Hughes’ early training, his work on an Advanced Crew Medical System, and his involvement in space medicine. In the second part of the interview, they discuss the development of an electronic health record and Dr. Hughes' vision for the future of patient-doctor medical encounters. The episode is rounded off by Dr. Hughes’ advice for medical trainees and junior researchers. The show notes include a glossary of terms, links to publications, images, and videos referenced in the episode, and a transcript of Dr. Hughes and Masha Samuel’s conversation.

Barriers to Choosing Psychiatry as a Career in Pakistani Medical Students and Junior Doctors – Survey Study

AimsIn a majority of low and middle-income countries, the mental health system is weakened due to poor resources as well as poorer recruitment and retention rates in psychiatry among junior doctors. The present study utilizes a mixed-methods approach to explore the factors associated with low recruitment and retention of junior doctors in Psychiatry.MethodsThis study utilized an online survey administered among medical students and postgraduate trainees in psychiatry in Pakistan. The survey was open for 5 weeks for data collection from Nov 21st to Dec 31st, 2022. The survey was distributed conveniently using social media platforms and supplemented by snowball sampling procedures. This survey explored common myths about mental illness and psychiatrists using close-ended questions. Open-ended questions were asked to probe the participants on solutions to improve recruitment into psychiatry be improved.ResultsA total of 103 responses were received on the online survey, with the majority (83, 80%) of respondents being females. A majority (66, 64%) of respondents were medical students and 37 (36%) were junior doctors. Most responses were received from the two largest government sector medical universities in Karachi Pakistan, Jinnah Sindh Medical University (67%) &amp; Dow University of Health Sciences (23%).A total of 62 (60%) respondents reported a lack of exposure to Psychiatry in medical students, to make it a career choice. A larger proportion 57 (55%) felt working in Psychiatry can affect their own mental health. A total of 43 (40%) were not sure if Psychiatry is fulfilling enough as a career and 58 (56%) felt that job satisfaction in psychiatry is difficult to achieve. Around 60% were concerned that mental health conditions are chronic and enduring psychiatrists may not have many options for treatment. In open-ended responses, several common themes emerged. Most respondents commented about their lack of exposure to psychiatry as medical students, which accounts for their reluctance to choose Psychiatry.ConclusionPsychiatry forms a very limited part of the medical school curriculum and students' placements. Myths and stigma around mental illness can lead to low recruitment in Psychiatry and stigma can be challenged with more exposure to psychiatry during medical university years. Early medical study years have an influence on career choice and Psychiatry should be introduced relatively early as clinical placement. Psychiatry conferences, seminars and workshops on the local and national level can help in inspiring Medical students and junior doctors.

Development of a Pilot Introductory Advanced Cardiovascular Resuscitation Course for Senior Medical Students in Switzerland: Student-Driven Implementation Study.

Cardiac arrest is the most time-critical emergency medical students and junior physicians may face in their personal or professional life. However, many studies have shown that most of them lack the necessary knowledge and skills to efficiently perform resuscitation. This could be related to the fact that advanced cardiovascular resuscitation courses are not always part of the undergraduate medical curriculum. The aim of this study was to describe the development, pilot implementation, and assessment of an advanced cardiovascular resuscitation course designed to enable senior medical students to manage the initial resuscitation phase in case of cardiac arrest. An introductory advanced cardiovascular resuscitation course was developed on the initiative of fifth-year medical students, in collaboration with the prehospital emergency medical service team of the Geneva University Hospitals. The 60 slots available to the 157 members of the fifth-year promotion of the University of Geneva Faculty of Medicine were filled in less than 8 hours. This unexpected success prompted the creation of a first questionnaire, which was sent to all fifth-year students to determine the overall proportion of students interested in attending an advanced cardiovascular resuscitation course. This questionnaire was also used to assess basic life support education and experience among course participants. A postcourse questionnaire was used to gather feedback regarding the course and to assess student confidence regarding the resuscitation skills they had been taught. Out of 157 fifth-year medical students, 73 (46%) completed the first questionnaire. Most thought that the current curriculum did not provide them with enough knowledge and skills regarding resuscitation and 85% (62/73) wished to attend an introductory advanced cardiovascular resuscitation course. All the participants who would have wanted to follow the full Advanced Cardiovascular Life Support course before graduating were set back by its cost (10/10, 100%). Of the 60 students who had registered for the training sessions, 56 (93%) actually attended. The postcourse questionnaire was completed by 42 (87%) students (out of 48 who had registered on the platform). They unanimously answered that an advanced cardiovascular resuscitation course should be part of the standard curriculum. This study demonstrates the interest of senior medical students in an advanced cardiovascular resuscitation course and their willingness to see such a course integrated as a part of their regular curriculum.

Training in Insertion of Chest Drain to Emergency Medical Services, Nurses and Junior Doctors in PreHospital Conditions

The aim of this paper is to ascertain whether training in insertion of chest drain given to nurses, Emergency Medical Professionals of Eastern Cape and Paramedics would reduce the time period of morbidity and mortality. Survival of patients due to insertion of chest drains in pre-hospital settings will definitely increase, and thus, reduce the number of deaths due to chest injuries.

A Cross-Sectional Study on Inequity and Unmet Needs in Conducting Systematic Reviews (SRMA) and Meta-Analysis Among Medical Students and Junior Doctors.

Systematic reviews and meta-analyses allow a transparent, rigorous, and replicable analysis to summarize the results of multiple related studies and are considered top of the evidence-based medicine study hierarchy. The COVID-19 pandemic has shed light on the unmet educational needs of students worldwide, notably those from underprivileged backgrounds. This cross-sectional study aimed to ascertain students' and junior doctors' attitudes on their current knowledge, confidence and preparedness of appraising and conducting systematic reviews and meta-analysis internationally. A free online webinar was held in May 2021 by the senior author and a pre-event questionnaire was distributed. Responses collected were used for analysis anonymously to ascertain students' knowledge, experience, and confidence in preparing a systematic review and meta-analysis using a 1-5 Likert scale using IBM SPSS 26.0. Associations were examined using Chi-square and crosstabs analysis. Out of 2004 responses from 104 countries included in the analysis, the majority of delegates were from lower middle-income countries and were not familiar with the PRISMA checklist (59.2% and 81.1% respectively of the total number of participants). The majority had never attended any formal training (83%) and felt their medical institute gave them minimal advice (72.5%) in preparing systematic reviews. Among those who had attended formal training, the proportion was significantly higher in those belonging to high and upper middle-income countries combined (20.3%) than lower and lower-middle-income countries combined (15%). This study highlights gaps that need addressing to enhance the knowledge of medical students and junior doctors performing systematic reviews and meta-analyses. Clear disparities are found in country income and the level of education. Future large-scale studies are needed to understand the rationale of working on online research projects and the opportunities available to medical students and junior doctors that may lead to medical curriculum changes.

Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments

Assessment of senior medical students is usually calibrated at the level of achieving expected learning outcomes for graduation. Recent research reveals that clinical assessors often balance two slightly different perspectives on this benchmark. The first is the formal learning outcomes at graduation, ideally as part of a systematic, program-wide assessment approach that measures learning achievement, while the second is consideration of the candidate’s contribution to safe care and readiness for practice as a junior doctor. The second is more intuitive to the workplace, based on experience working with junior doctors. This perspective may enhance authenticity in assessment decisions made in OSCEs and work-based assessments to better align judgements and feedback with professional expectations that will guide senior medical students and junior doctors’ future career development. Modern assessment practices should include consideration of qualitative as well as quantitative information, overtly including perspectives of patients, employers, and regulators. This article presents 12 tips for how medical education faculty might support clinical assessors by capturing workplace expectations of first year medical graduates and develop graduate assessments based on a shared heuristic of ‘work-readiness’. Peer-to-peer assessor interaction should be facilitated to achieve correct calibration that ‘merges’ the differing perspectives to produce a shared construct of an acceptable candidate.

The Bucksbaum Institute for Clinical Excellence and the Doctor-Patient Relationship: Origins, Programs, and Future Directions.

The Bucksbaum Institute for Clinical Excellence at the University of Chicago was established in 2011 with the mission to improve patient care, strengthen the doctor-patient relationship, enhance communication and decision making in health care, and reduce health care disparities. The Bucksbaum Institute supports the development and activities of medical students, junior faculty, and senior clinicians who devote themselves to improving doctor-patient communication and clinical decision making. The institute seeks to enhance the skills of physicians as advisers, counselors, and navigators to help patients make informed decisions when facing complex treatment choices. To achieve its mission, the institute recognizes and supports the activities of physicians who excel in clinical care, supports an array of educational programs, and funds research into the doctor-patient relationship. As the Bucksbaum Institute enters a second decade, its focus will begin to extend beyond the University of Chicago, leveraging alumni and other relationships to improve patient care everywhere.

Evaluation of Lumbar Sonography as a Learning Aid for Performing Subarachnoid Block Using the Paramedian Approach by Medical Junior Resident Anaesthesiologists: A Randomized Controlled Trial.

Pre-procedural ultrasound can be used to identify the subarachnoid space in difficult spinal procedures. However, multiple punctures can result in numerous complications, including post-dural puncture headache, neural trauma, and spinal and epidural haematoma. Thus, the following hypothesis was proposed: in contrast to the conventional blind paramedian dural puncture, pre-procedural ultrasound results in a successful dural puncture on the first attempt. In this prospective, randomised controlled study, 150 consenting patients were randomly assigned to one of the two groups: ultrasound-guided paramedian (UG) and conventional blind paramedian (PG). In the UG paramedian group, pre-procedural ultrasound was performed to mark the insertion site, whereas, in the PG group, the landmark technique was used. A total of 22 different anaesthesiology residents performed all subarachnoid blocks. The time taken to perform spinal anaesthesia in the UG group was 38-49.5 s, which is shorter than the time taken in the PG group, which was 38-55 s, with a p-value < 0.046, which is statistically significant. The primary outcome of a successful dural puncture on the first attempt was not significantly higher in the UG group (49.33%) than in the PG group (34.67%), with a p-value< 0.068. The number of attempts taken for a successful spinal tap in the UG group was a median of 2.0 (1 to 2), and the PG group had a median of 2 (1 to 2.5), with a p-value <0.096, which is statistically non-significant. Ultrasound guidance showed improvement in the success rate of paramedian anaesthesia. In addition, it improves the success rate of dural puncture and the rate of puncture on the first attempt. It also shortens the time required for a dural puncture. In the general population, the pre-procedural UG paramedian group did not outperform the PG paramedian group.

Transformation of priorities in the social security of medical workers: a note to the accountant

The novelties of legislation in force since January 1, 2023, provided for by the decree of the Government of the Russian Federation “On additional state social support for medical workers of medical organizations included in the state and municipal health care systems and participating in the basic program of compulsory medical insurance or territorial programs of compulsory medical insurance” are considered. The analysis of the development of legislation regulating the remuneration of public sector employees, including differentiated approaches to remuneration and social support for certain categories of medical workers, which is due to the need to consolidate the scarce staff of doctors, specialists with secondary medical education and junior medical personnel in primary health care, including in rural areas, in the emergency care system.

Should research success be predicted amongst medical students and junior doctors?

ANZ Journal of SurgeryEarly View PERSPECTIVE Should research success be predicted amongst medical students and junior doctors? Akash Gowda MBBS, Akash Gowda MBBS orcid.org/0000-0001-5326-0437 Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Data curation, ​Investigation, Writing - original draft, Writing - review & editingSearch for more papers by this authorStephen Bacchi MBBS, PhD, Stephen Bacchi MBBS, PhD Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Conceptualization, Writing - review & editingSearch for more papers by this authorJoshua G. Kovoor MBBS, Joshua G. Kovoor MBBS orcid.org/0000-0002-3880-3840 Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Writing - review & editingSearch for more papers by this authorAashray K. Gupta MBBS, Aashray K. Gupta MBBS orcid.org/0000-0002-8038-0378 Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Surgery, University Hospital, Queensland, Gold Coast, Australia Contribution: Writing - review & editingSearch for more papers by this authorGuy J. Maddern PhD, FRACS, Guy J. Maddern PhD, FRACS orcid.org/0000-0003-2064-181X Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Discipline of Surgery, The Queen Elizabeth Hospital, South Australia, Adelaide, Australia Contribution: Writing - review & editingSearch for more papers by this authorWeng Onn Chan MPhil, FRANZCO, Weng Onn Chan MPhil, FRANZCO Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Conceptualization, Writing - review & editingSearch for more papers by this author Akash Gowda MBBS, Akash Gowda MBBS orcid.org/0000-0001-5326-0437 Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Data curation, ​Investigation, Writing - original draft, Writing - review & editingSearch for more papers by this authorStephen Bacchi MBBS, PhD, Stephen Bacchi MBBS, PhD Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Conceptualization, Writing - review & editingSearch for more papers by this authorJoshua G. Kovoor MBBS, Joshua G. Kovoor MBBS orcid.org/0000-0002-3880-3840 Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Writing - review & editingSearch for more papers by this authorAashray K. Gupta MBBS, Aashray K. Gupta MBBS orcid.org/0000-0002-8038-0378 Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Department of Surgery, University Hospital, Queensland, Gold Coast, Australia Contribution: Writing - review & editingSearch for more papers by this authorGuy J. Maddern PhD, FRACS, Guy J. Maddern PhD, FRACS orcid.org/0000-0003-2064-181X Discipline of Surgery, The University of Adelaide, South Australia, Adelaide, Australia Discipline of Surgery, The Queen Elizabeth Hospital, South Australia, Adelaide, Australia Contribution: Writing - review & editingSearch for more papers by this authorWeng Onn Chan MPhil, FRANZCO, Weng Onn Chan MPhil, FRANZCO Department of Ophthalmology, The Royal Adelaide Hospital, South Australia, Adelaide, Australia Contribution: Conceptualization, Writing - review & editingSearch for more papers by this author First published: 14 April 2023 https://doi.org/10.1111/ans.18460Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Improving Medical Student Engagement in Urology: The AUANews Medical Student Column

No AccessJournal of UrologyJU Forum31 Mar 2023Improving Medical Student Engagement in Urology: The AUANews Medical Student Column Yash B. Shah, Jake Drobner, Maria B. Antony, and Jennifer Regala Yash B. ShahYash B. Shah *Correspondence: Sidney Kimmel Medical College, Thomas Jefferson University, 1025 Walnut St, Philadelphia, PA 19107 telephone: 215-955-6000; E-mail Address: [email protected] https://orcid.org/0000-0003-1551-7611 Department of Urology, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania More articles by this author , Jake DrobnerJake Drobner Department of Urology, Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey More articles by this author , Maria B. AntonyMaria B. Antony University of Connecticut School of Medicine, Farmington, Connecticut More articles by this author , and Jennifer RegalaJennifer Regala American Urological Association, Linthicum, Maryland More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003446AboutFull TextPDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareFacebookLinked InTwitterEmail REFERENCES 1. . Current state of urologic medical school education: a scoping review. Urology.2019; 123:59-63. Crossref, Medline, Google Scholar 2. . The current status of medical student urological education in the United States. J Urol.2008; 179(3):1087-1091. Link, Google Scholar 3. . An update on the current status of medical student urology education in the United States. Urology.2014; 84(4):743-747. Crossref, Medline, Google Scholar 4. . Early urology exposure increases success in the residency match: an institutional experience. Urology.2023; 173:230-231. Crossref, Medline, Google Scholar 5. Characteristics of medical schools in the United States associated with successful match into urology residency programs: analysis of the 2016-2021 urology resident cohort. Urology. 2023; 172:33-43. Crossref, Medline, Google Scholar 6. . Urological needs assessment for primary care practice: implications for undergraduate medical education. J Urol.1999; 161(4):1282-1285. Link, Google Scholar 7. . Perception, career choice and self-efficacy of UK medical students and junior doctors in urology. Can Urol Assoc J.2015; 9(9-10):E573-E578. Crossref, Medline, Google Scholar 8. . Trends in matching to urology residency in Canada: are we becoming noncompetitive?J Surg Educ.2013; 70(4):537-543. Crossref, Medline, Google Scholar 9. . A strategy for undergraduate medical education in urology during the COVID-19 pandemic. J Surg Educ.2021; 78(3):746-750. Crossref, Medline, Google Scholar 10. . The use of social media for medical education within urology: a journey still in progress. Curr Urol Rep.2021; 22(12):57. Crossref, Medline, Google Scholar Submitted February 10, 2023; accepted March 25, 2023; published 000. Support: None. Conflict of Interest: The Authors have no conflicts of interest to disclose. Ethics Statement: In lieu of a formal Ethics Committee, the principles of the Helsinki Declaration were followed. © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Yash B. Shah Department of Urology, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania *Correspondence: Sidney Kimmel Medical College, Thomas Jefferson University, 1025 Walnut St, Philadelphia, PA 19107 telephone: 215-955-6000; E-mail Address: [email protected] More articles by this author Jake Drobner Department of Urology, Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey More articles by this author Maria B. Antony University of Connecticut School of Medicine, Farmington, Connecticut More articles by this author Jennifer Regala American Urological Association, Linthicum, Maryland More articles by this author Expand All Submitted February 10, 2023; accepted March 25, 2023; published 000. Support: None. Conflict of Interest: The Authors have no conflicts of interest to disclose. Ethics Statement: In lieu of a formal Ethics Committee, the principles of the Helsinki Declaration were followed. Advertisement PDF downloadLoading ...