Presentation Authors: John Cooper*, Justin Rose, Cheryl Lee, Anand Khurma, Victoria Cannon, Tatevik Broutian, Jonathan Schaffir, David Sharp, Tasha Posid, Fara Bellows, Columbus, OH
Introduction: Simulation-based educational programs have been previously used to supplement medical training and improve procedural proficiency in a number of specialty-specific procedures. However, according to current literature, no simulation-based program exists to prepare medical students for urology residency. Instead, existing urologic programs focus on resident-level skills such as advanced endourology, laparoscopy, or robotics. We developed an online and simulation-based medical student &[Prime]bootcamp&[Prime] to improve medical student readiness for urology residency. Here, we describe preliminary results from a 2-year program, which is scheduled to conclude in early 2020.
Methods: Included in this curriculum are 4 common urologic bedside procedures: simple Foley catheter placement (Foley 101), difficult Foley catheter placement (Foley 201), diagnostic cystoscopy, and bladder irrigation. The curriculum consists of online electronic learning modules and hands-on simulation sessions with specialized manikins. We conducted a cross-sectional study of 3rd (M3) and 4th (M4) year medical students enrolled in the bootcamp between October 2017 and October 2018. Pre- and post-module quizzes were used to measure improvement in medical knowledge. Learner confidence and feedback regarding content and execution of the curriculum were obtained via surveys. Paired t-tests were used to compare pre- and post-module quiz scores and change in student confidence.
Results: A total of 100 M3 and 14 M4 students participated in the study. Mean M3 quiz scores improved from 49% to 90% and from 62% to 80% for the Foley 101 and Bladder Irrigation modules, respectively (p < 0.0001). Likewise, mean M4 quiz scores rose from 74% to 90%, 65% to 97%, 67% to 96%, and 70% to 88% for the Foley 101, Foley 201, Cystoscopy, and Bladder Irrigation modules, respectively (p < 0.01). The bootcamp also improved procedural confidence in all students on a 5-point scale (1.78 to 3.94, p < 0.0001), and all participants reported they were &[Prime]likely&[Prime] or &[Prime]very likely&[Prime] to recommend this bootcamp to other medical students.
Conclusions: This novel curriculum improved knowledge of common urologic bedside procedures and enhanced procedural confidence. Utilization of hands-on simulation in both M3 and M4 student populations likely improves preparation for urologic residency.
Source of Funding: Institutional