LEARNing Urology in Medical School: a National Multicentre Cross-Sectional Study
BAUS ePoster online library. Ng A. 06/22/21; 319020; p11-2
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Alexander Ng
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Abstract
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Introduction
Urology is a common rotation for Foundation Year (FY) doctors, and accounts for 15% of general practitioner appointments and >25% of acute surgical referrals. The LEARN study aims to evaluate the current status of UK undergraduate urology teaching.
Method
LEARN is a national multicentre cross-sectional study of undergraduate urology teaching. Year 2-5 medical students and FY1 doctors were invited to complete a survey between 3rd October-20th December 2020. The primary objective was to compare current undergraduate urology teaching against the BAUS Undergraduate Syllabus for Urology. Secondary objectives were to investigate the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC) mandated urological procedures, and the proportion of those considering urology as a career.
Results
7,063/8,346 (84.6%) responses from all 39 medical schools were eligible for inclusion. 16.0% of responses were from FY1 doctors (Figure 1), and in their undergraduate training, the most commonly taught topics were urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%); the least taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). 92.1% and 73.1% had reported performing catheterisation as undergraduates on male and female patients respectively, and 16.% had considered a career in urology (Table 1).
Conclusion
LEARN is the largest evaluation of undergraduate urology teaching ever performed. Nationally, exposure to and teaching of urology is good, but improvements are required in the delivery of education regarding essential skills such as catheterisation, where experience on real patients is a GMC requirement.
Urology is a common rotation for Foundation Year (FY) doctors, and accounts for 15% of general practitioner appointments and >25% of acute surgical referrals. The LEARN study aims to evaluate the current status of UK undergraduate urology teaching.
Method
LEARN is a national multicentre cross-sectional study of undergraduate urology teaching. Year 2-5 medical students and FY1 doctors were invited to complete a survey between 3rd October-20th December 2020. The primary objective was to compare current undergraduate urology teaching against the BAUS Undergraduate Syllabus for Urology. Secondary objectives were to investigate the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC) mandated urological procedures, and the proportion of those considering urology as a career.
Results
7,063/8,346 (84.6%) responses from all 39 medical schools were eligible for inclusion. 16.0% of responses were from FY1 doctors (Figure 1), and in their undergraduate training, the most commonly taught topics were urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%); the least taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). 92.1% and 73.1% had reported performing catheterisation as undergraduates on male and female patients respectively, and 16.% had considered a career in urology (Table 1).
Conclusion
LEARN is the largest evaluation of undergraduate urology teaching ever performed. Nationally, exposure to and teaching of urology is good, but improvements are required in the delivery of education regarding essential skills such as catheterisation, where experience on real patients is a GMC requirement.
Introduction
Urology is a common rotation for Foundation Year (FY) doctors, and accounts for 15% of general practitioner appointments and >25% of acute surgical referrals. The LEARN study aims to evaluate the current status of UK undergraduate urology teaching.
Method
LEARN is a national multicentre cross-sectional study of undergraduate urology teaching. Year 2-5 medical students and FY1 doctors were invited to complete a survey between 3rd October-20th December 2020. The primary objective was to compare current undergraduate urology teaching against the BAUS Undergraduate Syllabus for Urology. Secondary objectives were to investigate the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC) mandated urological procedures, and the proportion of those considering urology as a career.
Results
7,063/8,346 (84.6%) responses from all 39 medical schools were eligible for inclusion. 16.0% of responses were from FY1 doctors (Figure 1), and in their undergraduate training, the most commonly taught topics were urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%); the least taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). 92.1% and 73.1% had reported performing catheterisation as undergraduates on male and female patients respectively, and 16.% had considered a career in urology (Table 1).
Conclusion
LEARN is the largest evaluation of undergraduate urology teaching ever performed. Nationally, exposure to and teaching of urology is good, but improvements are required in the delivery of education regarding essential skills such as catheterisation, where experience on real patients is a GMC requirement.
Urology is a common rotation for Foundation Year (FY) doctors, and accounts for 15% of general practitioner appointments and >25% of acute surgical referrals. The LEARN study aims to evaluate the current status of UK undergraduate urology teaching.
Method
LEARN is a national multicentre cross-sectional study of undergraduate urology teaching. Year 2-5 medical students and FY1 doctors were invited to complete a survey between 3rd October-20th December 2020. The primary objective was to compare current undergraduate urology teaching against the BAUS Undergraduate Syllabus for Urology. Secondary objectives were to investigate the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC) mandated urological procedures, and the proportion of those considering urology as a career.
Results
7,063/8,346 (84.6%) responses from all 39 medical schools were eligible for inclusion. 16.0% of responses were from FY1 doctors (Figure 1), and in their undergraduate training, the most commonly taught topics were urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%); the least taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). 92.1% and 73.1% had reported performing catheterisation as undergraduates on male and female patients respectively, and 16.% had considered a career in urology (Table 1).
Conclusion
LEARN is the largest evaluation of undergraduate urology teaching ever performed. Nationally, exposure to and teaching of urology is good, but improvements are required in the delivery of education regarding essential skills such as catheterisation, where experience on real patients is a GMC requirement.
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