Department of Urology, Yale University School of Medicine, 789 Howard Ave., Fitkin 307, New Haven, CT, 06520, USA.
Curr Urol Rep. 2019 Oct 12;20(11):69. doi: 10.1007/s11934-019-0937-x.
Urology is an essential topic in undergraduate medical education (UME). The objective of this article is to review the current state of exposure to urology in medical school, to discuss why it is critical to maintain a urology curriculum, and to review methods in establishing an effective curriculum for all students with limited resources.
UME curriculum in urology should be geared toward the widest group of students, namely those entering primary care or internal medicine, where patients with urologic complaints are most likely to first present. Hands-on teaching should focus on skills such as the genitourinary exam and Foley catheter placement, while ancillary modules should be utilized for complex concepts. Medical schools do not sufficiently incorporate didactics in urology as part of their core curriculum. As such, educators in urology must develop curricula that provide fundamental knowledge to all students, especially those pursuing non-urologic specialties who will undoubtedly treat patients with urologic complaints.
泌尿外科是本科医学教育（UME）中的重要内容。本文的目的在于回顾医学生中泌尿外科的教学现状，探讨维持泌尿外科课程的重要性，并讨论在资源有限的情况下为所有学生建立有效的泌尿外科课程的方法。
泌尿外科 UME 课程应针对最大范围的学生群体，即那些选择从事初级保健或内科的学生，因为这些患者最有可能首先出现泌尿科相关的症状。实践教学应侧重于泌尿生殖系统检查和 Foley 导管插入等技能，而辅助模块则用于复杂概念。医学院并没有将泌尿外科教学作为其核心课程的一部分充分纳入教学内容。因此，泌尿外科教育者必须制定课程，为所有学生提供基础知识，特别是那些选择非泌尿外科专业的学生，因为他们无疑会治疗患有泌尿科相关症状的患者。
