Urological Education Research Articles

Establishing postgraduate education in urology for nurses and the non-medical workforce using a partnership model.

Eleri Phillips, Urology Education Programme Lead, Mersey and West Lancashire Teaching Hospitals NHS Trust, Prescot, Merseyside (eleri.phillips@sthk.nhs.uk) was the Gold Award winner in the Urology Nurse of the Year category of the BJN Awards 2024.

Trends of European School of Urology (ESU) training and resident education: an overview of 2 decades of EAU education programme.

Over the last 2 decades, various education and training programmes have been launched by the European School of Urology (ESU) on behalf of the European Association of Urology (EAU) Education Office. These include e-learning platforms, in-person meetings, courses, podcasts, webinars, sub-specialisation meetings and the European Urology Resident Education Programme (EUREP), all of which aim to achieve standardisation in urological education (SISE) and training at the highest level. Data from the last 2 decades of all ESU activities were collected by the EAU/ESU office and analyzed for attendance, geographical, gender and age trends. Demographic data on registrations and attendances at EUREP were also monitored and analysed. A descriptive analysis of participation and trends is provided. A total of 4750 participants have completed ESU courses (including guideline courses, specialization courses and webinar courses). Similarly, a total of 5958 trainees attended the EUREP from 2004 to 2022 of which the male: female ratio was 3.75:1. However, the proportion of females increased 3.5-fold from 10.7% in 2004 to 37.1% in 2022(p < 0.001). There is a growing interest in the meeting, with increasing registrations over this time (353 in 2004 to 599 in 2023, p < 0.001). The mean age of participants is constantly decreasing (32.6 years in 2004 to 31.54 in 2022), with a mean yearly decrease of -0.18% (p < 0.001). ESU courses have had increasing interest and participation from young urologists worldwide. During EUREP, while the trainee age has decreased, there has been a surge in the proportion of female trainees. ESU is providing all modes of education and training across the world with both virtual and in-person meetings and courses, which would help in the development and preparation of urologists of the future and provide the best patient care.

Education and Simulation in Urology.

Education and Simulation in Urology.

ChatGPT in Urology: Bridging Knowledge and Practice for Tomorrow's Healthcare, a Comprehensive Review.

Background: Among emerging AI technologies, Chat-Generative Pre-Trained Transformer (ChatGPT) emerges as a notable language model, uniquely developed through artificial intelligence research. Its proven versatility across various domains, from language translation to healthcare data processing, underscores its promise within medical documentation, diagnostics, research, and education. The current comprehensive review aimed to investigate the utility of ChatGPT in urology education and practice and to highlight its potential limitations. Methods: The authors conducted a comprehensive literature review of the use of ChatGPT and its applications in urology education, research, and practice. Through a systematic review of the literature, with a search strategy using databases, such as PubMed and Embase, we analyzed the advantages and limitations of using ChatGPT in urology and evaluated its potential impact. Results: A total of 78 records were eligible for inclusion. The benefits of ChatGPT were frequently cited across various contexts. In educational/academic benefits mentioned in 21 records (87.5%), ChatGPT showed the ability to assist urologists by offering precise information and responding to inquiries derived from patient data analysis, thereby supporting decision making; in 18 records (75%), advantages comprised personalized medicine, predictive capabilities for disease risks and outcomes, streamlining clinical workflows and improved diagnostics. Nevertheless, apprehensions were expressed regarding potential misinformation, underscoring the necessity for human supervision to guarantee patient safety and address ethical concerns. Conclusion: The potential applications of ChatGPT hold the capacity to bring about transformative changes in urology education, research, and practice. AI technology can serve as a useful tool to augment human intelligence; however, it is essential to use it in a responsible and ethical manner.

Inter-Observer Reliability and Reproducibility of CROES, Guy’s and STONE Nephrolithometry Scoring Systems for Predicting Percutaneous Nephrolithotomy Outcomes

Objective: To assess inter-observer reliability and reproducibility of CROES, Guy’s and S.T.O.N.E. nephrolithometry scoring systems (NSS). Material and Methods: A total of 128 patients who underwent percutaneous nephrolithotomy (PNL) between January 2019 and January 2021 were included in the study. Calculation of the CROES, S.T.O.N.E, and Guy’s NSSs was made by three independent urologists with different academic levels. These were; a very experienced (&gt;500 PCNL cases) endourologist (Rater 1), a urologist who had just finished (&gt;100 PCNL cases) their urology education (Rater 2) and a 3rd year urology resident who had never performed a PCNL operation (Rater 3). All were blinded to the procedure outcomes. Results: An excellent correlation was found between three raters for Guy and S.T.O.N.E. scoring systems (kappa value 0.810-0.962). However, for the CROES score there is an excellent correlation between Rater 1 and Rater 2, but there were good correlations between Rater 1 vs Rater 3 and Rater 2 vs Rater 3 (kappa values 0.910 and 0.698-0.721 respectively). The highest correlation was between Rater 1 and Rater 2 for Guy score (kappa value 0.962) (Table 3). All intra-class correlations were statistically significant (p&lt;0.001). The highest intra-class correlations were seen for the S.T.O.N.E. score (ICC: 0.980). Conclusion: The present study revealed that all three NSS frequently used in current urology practice have reproducible and reliable results. Additionally, we believe that the application of CROES NSS by more experienced clinicians will be effective in obtaining clearer results.

Burnout in Urological Education: An In-Depth Study of Residents and Fellows in the 2021 AUA Census.

Our goal was to explore the current trends in burnout, career choice regret, and well-being needs among urology residents and fellows, with specific emphasis on identifying key factors associated with burnout. The AUA Workforce Workgroup collaborated with the AUA Data Team to analyze data from the 2021 AUA Census, comprising a total of 243 residents and fellows. Key demographics, benefits and resources, career choice and debt, and burnout levels were analyzed, focusing on variables like gender, PGY (postgraduate year) level, debt burden, and personal health appointments. Overall, 48% of residents and 33% of fellows met criteria for professional burnout, with a higher incidence among PGY-2 residents (70%). Depersonalization was particularly notable, with 74% of residents reporting medium to high levels. Burnout was significantly associated with difficulty attending personal health appointments (52% vs 34%) and lack of access to on-call rooms (54% vs 36%). In contrast, having children during residency was associated with lower burnout levels (30.8% vs 49.1%). Meal plans were ranked as the most desired benefit (32%), followed by ability to attend health appointments during work hours (17%) and paid family leave (16%). Educational debt over $150,000 was carried by 53% of residents and 48% of fellows. Interestingly, burnout rates showed no statistically significant difference in response rates across genders, relationship status, amount of educational debt, presence of paid maternity or paternity leave, and type of childcare arrangements. Burnout remains a significant issue among urology trainees, with a complex interplay of factors like lack of personal time and provision of call rooms. The alarming rates of depersonalization and exhaustion highlight the urgency of implementing targeted interventions. Enhanced support systems, improved access to health care appointments, provision of call rooms, and debt management programs are recommended to alleviate the growing problem of professional burnout in the field of urology.

Enhancing Human Papillomavirus Vaccination Rates through Better Knowledge? Insights from a Survey among German Medical Students.

Vaccination against human papillomavirus (HPV) significantly reduces the risk for malignant diseases like cervix, anal, or penile cancer. However, although vaccination rates are rising, they are still too low mirroring a lack of disease awareness in the community. This study aims to evaluate knowledge about HPV vaccination as well as the vaccination rate among German medical students. Medical students were surveyed during a German medical students' sports event. The self-designed survey on HPV vaccination consisted of 24 items. The data collection was anonymous. Among 974 participating medical students 64.9% (632) were women, 335 (34.4%) were male and 7 (0.7%) were nonbinary. Mean age was 23.1 ± 2.7 (± standard deviation; range 18-35) years. Respondents had studied mean 6.6 ± 3.3 (1-16) semesters and 39.4% (383) had completed medical education in urology. 613 (64%) respondents reported that HPV had been discussed during their studies. 7.6% (74) had never heard of HPV. In a multivariate model female gender, the knowledge about HPV, and having worked on the topic were significantly associated with being HPV-vaccinated. Older students were vaccinated less likely. Better knowledge and having worked on the topic of HPV were associated with a higher vaccination rate. However, even in this highly selected group the knowledge about HPV vaccination was low. Consequently, more information and awareness campaigns on HPV vaccination are needed in Germany to increase vaccination rates.

A Novel Hybrid Urology Education Model for Medical Students: A Urology Clinic Experience

A Novel Hybrid Urology Education Model for Medical Students: A Urology Clinic Experience

Medical School Curricula and the Role of Third-Party Resources in Medical Student Urology Education

To assess the quality and extent of the urology education provided to medical students both by third-party resources (TPRs) and by the curriculum provided by medical schools METHODS: TPRs were assessed by systematically comparing the content of the 4 most common resources (Anking, Pathoma, Uworld, and First Aid) to the American Urological Association's Medical Student Curriculum (AUA-MSC). Medical school curricula were assessed via a survey sent to the top-150 allopathic medical schools in the United States. The survey asked about clinical and pre-clinical exposure to urology received by medical students at their school. The TPRs for Step 1 together covered 73.3% of the AUA-MSC topics, and for Step 2 covered 81.9%. First Aid covered 49.5% of Step 1 topics and 58.4% of Step 2 topics, Uworld covered 58.6% and 67.9%, respectively, and Anking covered 61.8% and 58.8%, respectively. Pathoma covered 28.1% of Step 1 topics. Survey results showed that 33/39 (84.6%) of schools have required urology coursework in preclinical years, but only 3/39 (7.7%) have required urology rotations in the third or fourth years. Of those without required rotations, 35/36 (97.2%) indicated that they offer an elective rotation in urology. There is little emphasis placed on urology after the preclinical years of medical school, pointing to a need for greater exposure to these topics regardless of the student's selected specialty. This need stems from incomplete knowledge provided by TPRs compared to the AUA-MSC. Drawing attention to this gap can provide insight for those creating future iterations of medical curricula and shed light on areas in need of improvement, which would ultimately benefit both patients and providers.

Editorial: Current perspectives in urology education

Editorial: Current perspectives in urology education

Time for change? Feasibility of introducing micromodules into medical student education: a randomised controlled trial.

Didactic lectures have been the foundation of learning for many medical students. However, in recent years, the flipped classroom model has become increasingly popular in medical education. This approach enhances pre-class learning, allowing the limited contact time between clinicians and medical students to be focused on practical issues. This study evaluated the effectiveness and non-inferiority of online micromodule teaching in terms of knowledge transfer concerning specific urology topics. Medical students without prior exposure to the urology subspecialty were enrolled in the study, then randomised to a traditional didactic lecture group or an online micromodule group. Knowledge transfer was assessed by pre-intervention and post-intervention multiple-choice questions and objective structured clinical examinations that involved the acquisition of medical histories from real patients. In total, 45 medical students were enrolled (22 in the traditional didactic group and 23 in the online micromodule group). In terms of knowledge transfer (assessed by objective structured clinical examinations), the efficacy of online micromodules was comparable to traditional didactic lectures, although the difference was not statistically significant (P=0.823). There were no significant differences in terms of knowledge acquisition, retention, or clinical application between the two groups. In terms of acquiring, retaining, and applying foundational urological knowledge, online micromodules can help medical students to achieve outcomes comparable with the outcomes of didactic lectures. Online micromodules may be a viable alternative to traditional didactic lectures in urology education.

Impact of virtual education on urology education during the COVID-19 pandemic.

The coronavirus pandemic changed the way urology education was delivered. At Dalhousie University, third-year medical students (clinical clerks) undergoing a two-week urology elective had the historic in-person seminars changed to virtual seminars with pre-recorded lectures by staff. The academic abilities of the clerks were measured via a standardized written exam and clinical score assigned by a staff preceptor. This study aimed to measure the impact of virtual education on student performance. Clerk clinical and exam scores have been recorded since 2014. The in-person seminar (pre-COVID) cohort included students from January 2014 to March 2020 (n=109), while the virtual seminar (post-COVID) cohort was recorded from April 2020 to August 2022 (n=60). Independent t-test was used to compare clinical, exam, and total scores between the pre-COVID student groups after ensuring normality. Students in the virtual seminar group (mean ± standard deviation 88.69±6.50%) performed better than the in-person seminar student groups (86.32±6.33%) in terms of clinical performance gradings (p=0.02). There was no statistically significant difference in written exam scores between the in-person seminar and virtual seminar cohorts (77.34±10.94% vs. 78.75±11.37%, p=0.43). Cumulative scores were higher for virtual seminar student groups vs. in-person seminar cohort (86.70±5.40% vs. 84.52±5.44%, p=0.01). Clinical clerks undergoing virtual education during a two-week urology elective had improved clinical and cumulative score performances when compared to the in-personal seminar cohort; virtual seminars did not statistically negatively impact exam scores.

Sarah Faris, MD

Sarah Faris, MD

MP25-03 IN-DEPTH ANALYSIS OF UWORLD TM USMLE STEP 3 UROLOGY QUESTION BANK TOPICS WITH COMPARISON TO AUA MEDICAL STUDENTS CURRICULUM

You have accessJournal of UrologyCME1 Apr 2023MP25-03 IN-DEPTH ANALYSIS OF UWORLDTM USMLE STEP 3 UROLOGY QUESTION BANK TOPICS WITH COMPARISON TO AUA MEDICAL STUDENTS CURRICULUM Rohan Sawhney, Vinay Patel, Maya Srinath, and Jessica Kreshover Rohan SawhneyRohan Sawhney More articles by this author , Vinay PatelVinay Patel More articles by this author , Maya SrinathMaya Srinath More articles by this author , and Jessica KreshoverJessica Kreshover More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003253.03AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Urologic education in U.S. medical schools has steadily declined despite the known increasing burden of urological disease complaints in our aging population. The AUA created a medical student curriculum to codify the urologic topics graduating medical students should know. We sought to identify the urologic topics deemed relevant to all physicians as defined by board exams (USMLE Step 3) and further, to compare these to the AUA curriculum. METHODS: The UWorld™ Step 3 question bank was queried on June 20th, 2022. Questions were categorized as urologic and non-urologic by two independent reviewers and a third reviewer to resolve discrepancies. Inter-rater reliability testing was performed. Urologic questions were categorized by topic (Table 1) and then compared to the AUA medical student curriculum (Tables 2, 3) to determine if topics were covered. RESULTS: A total of 82 urology questions (4.44%) were identified within the UWorldTM question bank. A majority (63.4%) were covered within the AUA medical student curriculum. Topics not covered in the curriculum can mainly be categorized into GU oncology (non-prostate cancer) and pediatric urology. Inter-rater reliability was high (91.89% with a Cohen’s kappa coefficient of 0.46). CONCLUSIONS: Despite waning urologic education in medical school, this knowledge is required for all practicing physicians with over 4% of Step 3 practice questions being urologic. While the AUA medical student curriculum covers the majority of necessary urologic education, there are gaps, especially within oncology and pediatric urology. Source of Funding: None © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e342 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Rohan Sawhney More articles by this author Vinay Patel More articles by this author Maya Srinath More articles by this author Jessica Kreshover More articles by this author Expand All Advertisement PDF downloadLoading ...

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 ...

Day Surgery in Children Undergoing Retroperitoneal Robot-assisted Laparoscopic Pyeloplasty: Is It Safe and Feasible?

BackgroundRobot-assisted pyeloplasty is the most frequently performed robotic procedure in children. A retroperitoneal approach limits surgical trauma and avoids peritoneal irritation. This led to the establishment of the criteria for day surgery (DS) and a related clinical care pathway. ObjectiveTo assess the feasibility and safety of DS in children undergoing retroperitoneal robot-assisted laparoscopic pyeloplasty (R-RALP). Design, setting, and participantsWe performed a bicentric prospective study (NCT03274050) over 2 yr involving the two major paediatric urology teaching hospitals in Paris. A clinical pathway and a prospective research protocol were specifically established. InterventionDS in selected children undergoing R-RALP. Outcome measurements and statistical analysisThe primary outcomes were DS failure, 30-d complications, and readmission rates. The secondary outcomes included preoperative characteristics, perioperative parameters, and surgical outcomes. Quantitative variables were expressed as medians with interquartile ranges. Results and limitationsThirty-two children fulfilled specific inclusion criteria and were consecutively selected for DS following R-RALP. The median patient age was 7.6 yr (4.1–11.8) and weight 25 kg (14–45). The median console time was 137 min (108–167). There were no intraoperative complications or conversions. Six children were kept under observation overnight and discharged the following day due to persistent pain (n = 3), parental anxiety (n = 2), or a prolonged procedure (n = 1). The median duration of hospital stay of the 26 children in the DS setting was 12.7 h (12.2–13.2). During the 30-d period, there were four emergency room visits (15%) resulting in two patients requiring readmission (8%): one for febrile urinary tract infection (Clavien-Dindo II) and one child with no JJ stent for urinoma (Clavien-Dindo IIIb). Radiological studies confirmed improvement in dilatation for all cases with no recurrence (median follow-up: 15 mo). ConclusionsThis prospective case series is the first to demonstrate the feasibility and safety of DS in children undergoing R-RALP, obviating the need for routine inpatient care. Excellent results can be achieved by careful patient selection, a clear clinical pathway, and a dedicated team. Further evaluation is warranted to assess the cost effectiveness. Patient summaryThis study shows that day surgery after robotic pyeloplasty is both safe and effective in selected children.

Interview: Juan Gómez Rivas

Why did you decide to pursue a career in urology, and what continues to motivate you today? Urology is one of the medical specialties with the highest involvement in new technologies. From endoscopic surgery to laparoscopic robot-assisted surgery, we are one of the leaders in disruptive technologies in the medical field. Also, urology combines surgical with clinical-medical activity, covering many subtopics from benign diseases to oncology. My field of interest is genitourinary tumours. Lately there has been a big change in the management of genitourinary tumours, with novel drugs, targeting agents, and tailored medicine. Nowadays, motivation in the clinical aspect comes from patient satisfaction, and for the academic part, in leading a team of young and enthusiastic people and pushing forward to increase the academic level in Europe. This team is the Young Academics Urologists (YAU) of the European Association of Urology (EAU).1 What experience did you gain from your role as Chairman of the European Society of Residents in Urology (ESRU), and are there any notable achievements that come to mind from your time in this position? I was part of the ESRU for 5 years, and I learned multiple soft skills such as leadership, communication, and teamwork. In these 5 years, we published many papers about the actual status of urology training in Europe, raising awareness of the lack of confidence, lack of training in major surgery, and amount of surgical simulators, among others. Also, we found that although the residents present their work at congresses, this does not translate into scientific publications, so there is a lack of academic-scientific motivation, and it mainly depends on going abroad or getting into a PhD programme. Nowadays, the EAU is working hard to make urological education reachable at all levels in Europe. Having participated in multiple international congresses and collaborated on more than 250 published scientific papers, what will you be focusing on next as an educator? The natural pathway of doctors should be to achieve proficiency in their field of interest, and deliver this knowledge to the next generations. In the YAU, we are working on building an open academic curriculum for everyone. This curriculum should be Pan-European, unbiased, and high-level, covering the latest updates in research, and led by experts. Drawing upon your experience as a clinical observer, are there any innovations on the horizon in the fields of laparoscopy and focal therapy techniques for prostate cancer? Prostate cancer is living a revolution in terms of diagnosis and treatment. There are novel imaging techniques such as MRI, prostate-specific membrane antigen, and micro-ultrasound, among others, which allow us to see, diagnose, and control a tumour that we were not able to see a few decades ago. Focal therapy and robotic surgery allow us to deliver tailored treatments with good oncological results, without harbouring the quality of life. New energies to deploy inside the prostate are coming, and new robots are in the field, so the future is promising. How is the EAU, with whom you have several positions of involvement, educating healthcare professionals and trainees in the field of urology? The EAU offers numerous resources and programmes for optimal learning in urology for doctors at any stage of their urological careers. The educational arm of the EAU is the European School of Urology (ESU). The ESU aims to stimulate, coordinate, and organise all postgraduate teaching and education activities of the EAU at the highest level possible. Therefore, all teaching activities organised by the ESU are open to constant evaluation. No matter what stage you are in your career, the EAU-ESU can offer you valuable learning resources, designed to prepare the frontrunners in urology, including masterclasses, courses, hands-on training, webinars, on-demand activities, e-courses, and podcasts, among others. There are educational platforms with the latest findings on clinical trials, insights from meeting reports, and interviews with key opinion leaders called UROONCO2 and UROLUTS.3 Furthermore, urologists can be part of scholarships and exchange programmes at reputable European institutions from an early stage, and team up with experts in clinical and experimental research via the European Urological Scholarship Programme (EUSP). You recently co-authored the study, ‘Augmented reality’ applications in urology: a systematic review’. What were the key findings from this investigation? Augmented reality applied to surgical procedures refers to the superimposition of pre-operative or intraoperative images into the operative field. Augmented reality has been increasingly used in a myriad of surgical specialties, including urology, and its advances have led to increasing registration accuracy, as well as increased ability to identify anatomic landmarks, and improve outcomes during urologic procedures, such as robot assisted radical prostatectomy and partial nephrectomy.

The need for a course to complete urological education for consultant practice using a simulated ‘boot camp’ structure at the end of specialist training: A survey-based study

To obtain opinions from urology trainees and consultants regarding the need for, and structure of, a post-specialty training Urology Simulation Boot Camp (USBC) for consultant practice. A survey-based study was conducted, and 'Google Forms' were distributed electronically via social media. Urology specialist trainees (ST) in years 5-7 (ST5-ST7), post-certification of completion of training (CCT) fellows and ST3 boot camp faculty consultants in practice for ≤5 years and >5 years were included. One hundred and seven responses were received. 97.2% of responders thought a pre-consultant USBC was worthwhile; 55.1% selected the course duration to be 2 days. 47.7% felt that the USBC should be delivered post-exam in ST7. 91.6%, 43.9%, 73.8%, 87.9% and 74.8% considered that modules in emergency operative procedures, novel uro-technologies, delivering multidisciplinary team (MDT) meetings, non-clinical consultant roles and responsibilities, stress and burnout to be important, respectively. 62.6% and 31.8% felt that the course should be wholly or part-funded by Health Education England (HEE). A post-specialty training, pre-consultant, USBC delivered post-exam in ST7, is worthwhile and should include modules on emergency operative procedures, leading MDTs, non-clinical roles and responsibilities and managing stress and burnout in consultant careers. Ideally, it should be fully/part-funded by HEE.

Weiterbildung Urologie in Deutschland, Österreich und der Schweiz (DACH-Raum) unter der Lupe

Specialist titles are mutually recognized in the DACH (Germany [D], Austria [A], and Switzerland [CH]) region. During continuing education, however, there are significant differences in structure, organization and content. Organization, formalities and responsibilities, as well as admission requirements for the final examinations, in particular the examination formats in the DACH countries will be examined. In addition, these will be critically examined from the perspective of modern medical education. Documents publicly available on the Internet from the responsible authorities for continuing medical education in the DACH region were analyzed. In addition, a narrative review of the literature in medical databases on the topic of continuing medical education in urology was performed. The minimum duration of residency is 5 (D) to 6years (A, CH). Basic (surgical) training is mandatory in Austria and Switzerland. In Switzerland, the training site must be changed at least once. Part-time training is possible in all countries. Research and participation in annual congresses are mandatory only in Switzerland. Formative examinations are only required in Switzerland. In all countries, at least one summative examination is required to obtain the specialist title. In Austria and Switzerland, the written part of the European Board of Urology (EBU) examination must be passed. From a medical education perspective, Switzerland currently offers and demands the most modern elements in specialist training. The certified structured continuing education modelled on the "Deutschen Gesellschaft für Urologie" (DGU; "Weiterbildungscurriculum Urologie", WECU) in Germany integrates modern approaches in Germany. With timely implementation of, for example, entrustable professional activities (EPAs), urology in German-speaking countries could be pioneering nations and disciplines internationally.

Urology boot camp for medical students: Using virtual technology to enhance undergraduate education.

The study aims to describe the methodology of converting the urology boot camp for medical students into a virtual course with key take home points for a successful conversion and to present quantitative and qualitative data demonstrating the impact of the boot camp on improving delegates' knowledge and clinical acumen. The face-to-face boot camp was converted to a virtual format employing a variety of techniques including; utilizing an online platform to deliver live screened lectures, using online polling software to foster an interactive learning environment and displaying pre-recorded videos to teach practical skills. Validated Multiple Choice Questionnaires (MCQs) were used prior to and after the course. This enabled the assessment of delegates' knowledge of urology according to the national undergraduate curriculum, and paired t tests were used to quantify the level of improvement. Thematic analysis was carried out on post-course delegate feedback to identify highlights of the course and ways of improving future iterations. In total, 131 delegates took part in the pilot virtual course. Of these, 105 delegates completed the pre- and post-course MCQs. There was a statistically significant improvement in the assessment following the course (p= <0.001) with mean score increasing from 47.5% pre-course to 65.8% post-course. All delegates who attended the most recent implementation of the virtual course (n= 31) felt it improved their knowledge and confidence in urology. Twenty delegates (64.5%) felt that it prepared them for both final year medical school examinations and working as a foundation year doctor. Positive themes in feedback were identified, which included the interactive nature of the course, the quality of teaching, the level and content of information provided and the high yield, concise organization of the teaching schedule. Using virtual technology and innovative educational frameworks, we have demonstrated the successful conversion of the urology boot camp for medical students to a virtual format. At a national level, with support from the British Association of Urological Surgeons, the face-to-face component of the course will continue to run in parallel with the virtual course with the aim of standardizing and improving UK undergraduate urological education. The virtual course has been implemented on an international scale, and this has already shown promising results.