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Prospective, randomized comparative evaluation of a novel hands-on endourology training curriculum

Introduction: The aim of this randomised prospective trial was to evaluate a novel hands-on endourological training programme (HTP) and compare it to the standard endourological colloquium (SC). Methods: A new HTP was created based on a sequence of theoretical, video-based, and practical elements em...

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Hauptverfasser: Waldbillig, Frank (VerfasserIn) , Rohr, Lennard von (VerfasserIn) , Nientiedt, Malin (VerfasserIn) , Neuberger, Manuel (VerfasserIn) , Wessels, Frederik (VerfasserIn) , Hardenberg, Jost von (VerfasserIn) , Westhoff, Niklas Christian (VerfasserIn) , Wuhrer, Anne (VerfasserIn) , Pechlivanidou, Ioanna (VerfasserIn) , Miernik, Arkadiusz (VerfasserIn) , Michel, Maurice Stephan (VerfasserIn) , Kriegmair, Maximilian (VerfasserIn) , Grüne, Britta (VerfasserIn)
Dokumenttyp: Article (Journal)
Sprache:Englisch
Veröffentlicht: February 2023
In: Urologia internationalis
Year: 2023, Jahrgang: 107, Heft: 2, Pages: 179-185
ISSN:1423-0399
DOI:10.1159/000527746
Online-Zugang:Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1159/000527746
Verlag, lizenzpflichtig, Volltext: https://karger.com/uin/article/107/2/179/835521/Prospective-Randomized-Comparative-Evaluation-of-a
Volltext
Verfasserangaben:Frank Waldbillig, Lennard von Rohr, Malin Nientiedt, Manuel Neuberger, Frederik Wessels, Jost v. Hardenberg, Niklas Westhoff, Anne Wuhrer, Ioanna Pechlivanidou, Arkadiusz Miernik, Maurice Stephan Michel, Maximilian C. Kriegmair, Britta Gruene
Beschreibung
Zusammenfassung:Introduction: The aim of this randomised prospective trial was to evaluate a novel hands-on endourological training programme (HTP) and compare it to the standard endourological colloquium (SC). Methods: A new HTP was created based on a sequence of theoretical, video-based, and practical elements emphasising contemporary teaching methods. An existing SC in which live endourological operations were attended served as a comparison. Medical students were enrolled in a ratio of 1:2 (SC:HTP). Objective knowledge questionnaires (5 questions, open answers) and subjective Likert-type questionnaires (rating 1-3 vs. 4-5) were used for evaluation. Primary endpoint was urological knowledge transfer; secondary endpoints were learning effects, progression, and urological interest. Results: 167 students (SC n = 52, HTP n = 115) were included. The knowledge assessment showed a significant increase in knowledge transfer benefitting the HTP on all 5 surveyed items (mean: n = 4/5/4/3/2 vs. n = 2/3/1/1, p < 0.0001). Interest and duration of the course were rated significantly more positively by HTP students (100.0/95.0% vs. 85.0/70.0%, p < 0.0001). The HTP students were significantly more confident in performing a cystoscopy independently (HTP 43.5% vs. SC 11.5%, p < 0.0001) and significantly claimed more often to have gained interdisciplinary and urological skills during the course (HTP 90.0/96.5% vs. SC 23.1/82.7%, p < 0.0001/p = 0.003). HTP students were also more likely to take the course again (HTP 98.2% vs. SC 59.6%, p < 0.0001). Conclusion: Modifying endourological teaching towards hands-on teaching resulted in stronger course interest, greater confidence regarding endourologic procedures, and significantly increased urologic knowledge transfer.
Beschreibung:Online veröffentlicht: 8. Dezember 2022
Gesehen am 06.08.2024
Beschreibung:Online Resource
ISSN:1423-0399
DOI:10.1159/000527746

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