Department of Urology, The University of Kansas Health System, Kansas City, Kansas, USA.
University of Kansas School of Medicine, Kansas City, Kansas, USA.
Can J Urol. 2021 Dec;28(6):10907-10913.
The COVID-19 pandemic disrupted medical student education and posed a unique challenge for educators, especially for surgical clerkships. In response to COVID-19 rotation restrictions, we implemented a virtual urologic surgery sub-internship program and evaluated medical student impressions of the experience.
A two-week urology curriculum was created with content delivered by interactive videoconferencing. The curriculum included synchronous and individual learning with live patient clinical experiences in the outpatient clinic and operating room, lectures, departmental conferences, a suture lab, self-reflective writing exercises, and an oral presentation. Student impressions were assessed with an exit survey. Descriptive statistics were utilized to evaluate the 5-point Likert scale responses.
A total of 40 students applied, and 18 were selected for 1 of 5 two-week rotation blocks. All students successfully passed the rotation. Of the 18 students who participated, 16 (88.9%) completed the exit survey. The overall experience was rated as "strongly positive" by 14 of 16 (87.5%) students. The learning experience was rated as 4.75 (0.45) (average (SD)). The rotation positively impacted our virtual students' plan to apply to this residency program (mean 4.81 (0.54)). All students reported they would recommend this rotation to a fellow student, and feedback regarding the self-reflection activities was positive.
We successfully implemented a two-week virtual urology sub-internship rotation with a wide variety of clinical and educational experiences. The rotation was well received by our medical students. This is a unique experience in urology that can easily be implemented by other surgical sub-specialty programs in the future.
COVID-19 大流行扰乱了医学生的教育，给教育工作者，尤其是外科实习带来了独特的挑战。针对 COVID-19 轮转限制，我们实施了虚拟泌尿科实习计划，并评估了医学生对该计划的印象。
通过互动视频会议创建了为期两周的泌尿科课程。该课程包括同步和个别学习，以及门诊和手术室的实时患者临床体验、讲座、科室会议、缝合实验室、自我反思写作练习和口头报告。学生印象通过退出调查进行评估。使用描述性统计来评估 5 分李克特量表的反应。
共有 40 名学生申请，其中 18 名学生被选为 5 个为期两周的轮转小组之一。所有学生都成功完成了轮转。在参加的 18 名学生中，有 16 名（88.9%）完成了退出调查。16 名（88.9%）学生中的 14 名（87.5%）对整体体验评价为“强烈肯定”。学习体验的评分为 4.75（0.45）（平均（SD））。该轮转对我们的虚拟学生申请该住院医师项目的计划产生了积极影响（平均 4.81（0.54））。所有学生都表示愿意向同学推荐该轮转，并且对自我反思活动的反馈是积极的。
我们成功地实施了为期两周的虚拟泌尿科实习轮转，其中包括广泛的临床和教育经验。该轮转受到了我们医学生的欢迎。这是泌尿科的独特体验，其他外科专科计划将来很容易实施。
