Improving confidence in basic urological competencies for medical students and junior doctors during the COVID-19 pandemic
BAUS ePoster online library. Kamble R. 06/22/21; 319142; pCU-5
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Dr. Rituja Kamble
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Abstract
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Introduction
COVID-19 has impacted on the amount of formal theoretical and practical urological teaching for junior doctors and medical students. This had added to an existing climate of variability in the undergraduate and foundation teaching curriculum. Junior doctors were subsequently reporting a lack in confidence when dealing with urological competencies. We aimed to assess the surgical learning needs of junior doctors and medical students and designed a national quality improvement project to improve the quality of urological education for our cohort.
Methods
A national baseline questionnaire was completed by medical students and foundation doctors to establish pre-existing confidence and knowledge levels in core urology competencies such as urinary catheterisation. Improvement strategies were subsequently implemented and assessed using the Plan-Do-Study-Act methodology. Our cohort participated in an interactive national registrar-led webinar.
Results:
A total of 145 participants participated nationally. Mean knowledge increase from the online webinar was 48.2% (P ≤ 0.001) and mean confidence increase was 62.2%.
Conclusion:
Junior doctors and medical students did not feel confident in core urology competencies. Our intervention achieved significant improvements in confidence and knowledge in urology competencies. This was a successful quality improvement project as it achieved a sustainable and positive impact. Implementing such as online webinars, allowed the delivery of effective surgical teaching en masse and to continue the practice of social distancing during a viral pandemic.
COVID-19 has impacted on the amount of formal theoretical and practical urological teaching for junior doctors and medical students. This had added to an existing climate of variability in the undergraduate and foundation teaching curriculum. Junior doctors were subsequently reporting a lack in confidence when dealing with urological competencies. We aimed to assess the surgical learning needs of junior doctors and medical students and designed a national quality improvement project to improve the quality of urological education for our cohort.
Methods
A national baseline questionnaire was completed by medical students and foundation doctors to establish pre-existing confidence and knowledge levels in core urology competencies such as urinary catheterisation. Improvement strategies were subsequently implemented and assessed using the Plan-Do-Study-Act methodology. Our cohort participated in an interactive national registrar-led webinar.
Results:
A total of 145 participants participated nationally. Mean knowledge increase from the online webinar was 48.2% (P ≤ 0.001) and mean confidence increase was 62.2%.
Conclusion:
Junior doctors and medical students did not feel confident in core urology competencies. Our intervention achieved significant improvements in confidence and knowledge in urology competencies. This was a successful quality improvement project as it achieved a sustainable and positive impact. Implementing such as online webinars, allowed the delivery of effective surgical teaching en masse and to continue the practice of social distancing during a viral pandemic.
Introduction
COVID-19 has impacted on the amount of formal theoretical and practical urological teaching for junior doctors and medical students. This had added to an existing climate of variability in the undergraduate and foundation teaching curriculum. Junior doctors were subsequently reporting a lack in confidence when dealing with urological competencies. We aimed to assess the surgical learning needs of junior doctors and medical students and designed a national quality improvement project to improve the quality of urological education for our cohort.
Methods
A national baseline questionnaire was completed by medical students and foundation doctors to establish pre-existing confidence and knowledge levels in core urology competencies such as urinary catheterisation. Improvement strategies were subsequently implemented and assessed using the Plan-Do-Study-Act methodology. Our cohort participated in an interactive national registrar-led webinar.
Results:
A total of 145 participants participated nationally. Mean knowledge increase from the online webinar was 48.2% (P ≤ 0.001) and mean confidence increase was 62.2%.
Conclusion:
Junior doctors and medical students did not feel confident in core urology competencies. Our intervention achieved significant improvements in confidence and knowledge in urology competencies. This was a successful quality improvement project as it achieved a sustainable and positive impact. Implementing such as online webinars, allowed the delivery of effective surgical teaching en masse and to continue the practice of social distancing during a viral pandemic.
COVID-19 has impacted on the amount of formal theoretical and practical urological teaching for junior doctors and medical students. This had added to an existing climate of variability in the undergraduate and foundation teaching curriculum. Junior doctors were subsequently reporting a lack in confidence when dealing with urological competencies. We aimed to assess the surgical learning needs of junior doctors and medical students and designed a national quality improvement project to improve the quality of urological education for our cohort.
Methods
A national baseline questionnaire was completed by medical students and foundation doctors to establish pre-existing confidence and knowledge levels in core urology competencies such as urinary catheterisation. Improvement strategies were subsequently implemented and assessed using the Plan-Do-Study-Act methodology. Our cohort participated in an interactive national registrar-led webinar.
Results:
A total of 145 participants participated nationally. Mean knowledge increase from the online webinar was 48.2% (P ≤ 0.001) and mean confidence increase was 62.2%.
Conclusion:
Junior doctors and medical students did not feel confident in core urology competencies. Our intervention achieved significant improvements in confidence and knowledge in urology competencies. This was a successful quality improvement project as it achieved a sustainable and positive impact. Implementing such as online webinars, allowed the delivery of effective surgical teaching en masse and to continue the practice of social distancing during a viral pandemic.
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