Department of Urology, Emory University School of Medicine, Atlanta, Georgia.
Department of General Surgery, Emory University School of Medicine, Atlanta, Georgia.
J Surg Educ. 2021 May-Jun;78(3):746-750. doi: 10.1016/j.jsurg.2020.09.011. Epub 2020 Sep 14.
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.
为医学生教育者在 COVID-19 大流行期间提供一个虚拟课程框架，介绍和教授普通外科和泌尿科中重要的临床概念。
我们利用互动式讲座、基于案例的练习和教师监考的手术视频复习，创建了为期一周的虚拟泌尿科课程。学生分配了自学模块，并就自己选择的主题参与基于案例的讨论和演讲。通过课前和课后调查评估学生对泌尿科作为专业的看法以及对课程的实用性。通过多项选择题考试评估对泌尿科内容的理解。
共有 9 名学生参加了该课程。所有学生报告说，通过 10 分制李克特量表（Cohen 效应大小测量：3.2）平均增加了 2.5 分，对常见泌尿科诊断和泌尿科作为专业的理解。此外，56%的学生报告增加了兴趣，22%的学生报告没有变化，22%的学生报告在课程结束后对泌尿科作为专业的兴趣降低。学生自我报告在 10 分制李克特量表上对各种泌尿科主题的知识增加。多项选择题考试的平均分数从课前的 50%提高到课后的 89%。
通过虚拟平台可以采用各种教学技术向医学生介绍泌尿科专业，并增加常见泌尿科疾病的临床知识。随着 COVID-19 大流行的持续时间变得越来越明显，虚拟教学变得正常化，这些技术在传统的医学生外科课程中具有广泛的应用。
