Mp39-01 Urology Table Rounds: Implementation of Didactic and Cadaveric Studies to Increase Medical Student Exposure and Knowledge to the Specialty

You have accessJournal of UrologyEducation Research II (MP39)1 May 2024MP39-01 UROLOGY TABLE ROUNDS: IMPLEMENTATION OF DIDACTIC AND CADAVERIC STUDIES TO INCREASE MEDICAL STUDENT EXPOSURE AND KNOWLEDGE TO THE SPECIALTY Aditya Mistry, Michael Sourial, Eric Riedinger, Mohammad Mohaghegh, Kyle Kopechek, Pilard Hanna, Noah Worobetz, and Tasha Posid Aditya MistryAditya Mistry , Michael SourialMichael Sourial , Eric RiedingerEric Riedinger , Mohammad MohagheghMohammad Mohaghegh , Kyle KopechekKyle Kopechek , Pilard HannaPilard Hanna , Noah WorobetzNoah Worobetz , and Tasha PosidTasha Posid View All Author Informationhttps://doi.org/10.1097/01.JU.0001008644.01945.6c.01AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Urology trains highly qualified applicants, yet exposure to the field is often late in the curriculum and may not be embedded into pre-clinical years. With relevant pathology discussed early in medical education, integrating case-based learning and exposure can garner interest in the field and assimilate classroom concepts. Our objective was to evaluate a novel 'Table Rounds' session (case-based cadaver lab) with pre-clinical medical students at our single institution for both feasibility and satisfaction. METHODS: A one-hour case-based anatomy session were held at our institution by Urology attendings and residents in small groups with cadaveric bodies (N=54) during students' GI/Renal Block. Second year students reviewed a series of cases with a Urology facilitator and relevant anatomy and pathology was discussed in conjunction with the body. Students completed a post-session evaluation measuring demographics, knowledge acquisition, and satisfaction with the session. RESULTS: Students reported they were not satisfied (p<0.01) with their current surgical knowledge prior to the session. Following participation in the anatomy lab, students reported large gains (Mean=23%, Figure 1) in subject matter knowledge (p<0.001) across relevant topics. Students were highly satisfied with the curriculum (Figure 2), reporting that it helped them better understand Urology as a specialty (p<0.001), increased their subject matter knowledge (p<0.001), and that they would recommend such a session to their peers (p<0.001). CONCLUSIONS: Many medical school curriculums lack substantial exposure to surgical specialties such as Urology, particularly during the pre-clinical years. This model ('Table Rounds') gives second year medical students the opportunity to review essential topics in Urology prior to the opportunity to rotate during clinical years. This early exposure to Urology can serve as an effective and feasible model for other institutions hoping to expose pre-clinical students to the field. Download PPTDownload PPT Source of Funding: N/A © 2024 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 211Issue 5SMay 2024Page: e651 Advertisement Copyright & Permissions© 2024 by American Urological Association Education and Research, Inc.Metrics Author Information Aditya Mistry More articles by this author Michael Sourial More articles by this author Eric Riedinger More articles by this author Mohammad Mohaghegh More articles by this author Kyle Kopechek More articles by this author Pilard Hanna More articles by this author Noah Worobetz More articles by this author Tasha Posid More articles by this author Expand All Advertisement PDF downloadLoading ...