A Strategy for Undergraduate Medical Education in Urology During the COVID-19 Pandemic

• Published in: Journal of surgical education 2021-05, Vol.78 (3), p.746-750
• Main Authors: Manalo, Tad A., Higgins, Michelle I., Pettitt-Schieber, Brian, Pettitt, Barbara J., Mehta, Akanksha, Hartsell, Lindsey M.
• Format: Article
• Language: English
• Subjects: Coronavirus; COVID-19; How I Do It; Medical student education; Urology; Virtual education
• ISSN: 1931-7204; 1878-7452
• DOI: 10.1016/j.jsurg.2020.09.011

To provide a framework for a virtual curriculum during the COVID-19 pandemic for medical student educators that introduces and teaches clinical concepts important in urology and surgical specialties in general. We created a 1-week virtual urology course utilizing interactive lectures, case-based exercises, and faculty-proctored surgical video reviews. Students were assigned self-study modules and participated in case-based discussions and presentations on a topic of their choice. Students’ perceptions of urology as a specialty and the utility of the course was evaluated through pre- and postcourse surveys. Understanding of urologic content was evaluated with a multiple-choice exam. A total of nine students were enrolled in the course. All students reported increased understanding of the common urologic diagnoses and of urology as a specialty by an average of 2.5 points on a 10-point Likert scale (Cohen's measure of effect size: 3.2). Additionally, 56% of students reported increased interest, 22% reported no change and 22% reported a decreased interest in pursuing urology as a specialty following the course. Students self-reported increased knowledge of a variety of urologic topics on a 10-point Likert scale. The average exam score on the multiple-choice exam improved from 50% before the course to 89% after the course. Various teaching techniques can be employed through a virtual platform to introduce medical students to the specialty of urology and increase clinical knowledge surrounding common urologic conditions. As the longevity of the COVID-19 pandemic becomes increasingly apparent and virtual teaching is normalized, these techniques can have far-reaching utility within the traditional medical student surgical curriculum.