Sam Peter, Heermans Jerrod T, Schmidt Cynthia M, Deibert Christopher M
University of Nebraska Medical Center, Division of Urologic Surgery, Omaha, NE.
University of Nebraska Medical Center, Division of Urologic Surgery, Omaha, NE.
Urology. 2019 Jan;123:59-63. doi: 10.1016/j.urology.2018.07.044. Epub 2018 Aug 28.
To review current literature pertaining to the availability and implementation of urology-focused curricula, in an effort to highlight current approaches to urologic education at the medical school level.
A medical librarian searched PubMed, EMBASE, the Cochrane Library, ERIC, and Scopus for articles focused on undergraduate urology education. Two reviewers adjudicated all retrieved titles. Only those describing interventions in undergraduate medical urology education were included in the review. Data extracted from each article included, but were not limited to: sample size, instructional aim, type of intervention, outcome measurement, significance of results, and strength of evidence.
After removal of 1478 duplicate search results, 2425 unique titles remained for adjudication. Title and abstract screening excluded 2311. The remaining 114 articles met inclusion criteria. The articles focused on knowledge-based education (43), urologic curricula (22), clinical skills education (19), surgical skills training (15), and survey of student experiences in urology (15). 73 had been published since January 1, 2010.
Analysis of the published literature reveals a paucity of articles investigating implementation and outcomes of formal urologic curricula. Most of the literature focuses on acquisition of knowledge concerning narrow urology-related topics. Physicians often receive minimal exposure to formal urologic curricula during their undergraduate years. Appropriate interventions aimed at increasing undergraduate student familiarity with common urologic scenarios are warranted. The results of this study can inform the efforts of urology programs seeking to expand their educational opportunities.
回顾当前与以泌尿外科为重点的课程设置及实施相关的文献，以突出医学院校层面泌尿外科教育的当前方法。
医学图书馆员在PubMed、EMBASE、Cochrane图书馆、教育资源信息中心（ERIC）和Scopus中检索专注于本科泌尿外科教育的文章。两名评审员对所有检索到的标题进行裁决。本综述仅纳入描述本科医学泌尿外科教育干预措施的文章。从每篇文章中提取的数据包括但不限于：样本量、教学目标、干预类型、结果测量、结果的显著性以及证据强度。
在去除1478条重复搜索结果后，剩下2425个独特标题供裁决。标题和摘要筛选排除了2311条。其余114篇文章符合纳入标准。这些文章聚焦于基于知识的教育（43篇）、泌尿外科课程（22篇）、临床技能教育（19篇）、外科技能培训（15篇）以及学生泌尿外科学习经历调查（15篇）。自2010年1月1日以来已发表73篇。
对已发表文献的分析表明，研究正式泌尿外科课程实施情况及结果的文章较少。大多数文献聚焦于获取与狭义泌尿外科相关主题的知识。医学生在本科阶段通常很少接触正式的泌尿外科课程。有必要采取适当干预措施，以提高本科学生对常见泌尿外科情况的熟悉程度。本研究结果可为寻求扩大教育机会的泌尿外科项目提供参考。
