Marianne Casilla-Lennon1, Piruz Motamedinia2. 1. Department of Urology, Yale University School of Medicine, 789 Howard Ave., Fitkin 307, New Haven, CT, 06520, USA. 2. Department of Urology, Yale University School of Medicine, 789 Howard Ave., Fitkin 307, New Haven, CT, 06520, USA. piruz.motamedinia@yale.edu.
Abstract
PURPOSE OF REVIEW: Urology is an essential topic in undergraduate medical education (UME). The objective of this article is to review the current state of exposure to urology in medical school, to discuss why it is critical to maintain a urology curriculum, and to review methods in establishing an effective curriculum for all students with limited resources. RECENT FINDINGS: UME curriculum in urology should be geared toward the widest group of students, namely those entering primary care or internal medicine, where patients with urologic complaints are most likely to first present. Hands-on teaching should focus on skills such as the genitourinary exam and Foley catheter placement, while ancillary modules should be utilized for complex concepts. Medical schools do not sufficiently incorporate didactics in urology as part of their core curriculum. As such, educators in urology must develop curricula that provide fundamental knowledge to all students, especially those pursuing non-urologic specialties who will undoubtedly treat patients with urologic complaints.
PURPOSE OF REVIEW: Urology is an essential topic in undergraduate medical education (UME). The objective of this article is to review the current state of exposure to urology in medical school, to discuss why it is critical to maintain a urology curriculum, and to review methods in establishing an effective curriculum for all students with limited resources. RECENT FINDINGS: UME curriculum in urology should be geared toward the widest group of students, namely those entering primary care or internal medicine, where patients with urologic complaints are most likely to first present. Hands-on teaching should focus on skills such as the genitourinary exam and Foley catheter placement, while ancillary modules should be utilized for complex concepts. Medical schools do not sufficiently incorporate didactics in urology as part of their core curriculum. As such, educators in urology must develop curricula that provide fundamental knowledge to all students, especially those pursuing non-urologic specialties who will undoubtedly treat patients with urologic complaints.
Entities:
Keywords:
Spaced education; Undergraduate medical education; Urologic education; Urology curriculum
Authors: Alexander Kutikov; Jason Bonslaver; Jessica T Casey; Justin Degrado; Beau N Dusseault; Janelle A Fox; Desri Lashley-Rogers; Ingride Richardson; Marc C Smaldone; Peter L Steinberg; Deep B Trivedi; Jonathan C Routh Journal: J Urol Date: 2010-12-18 Impact factor: 7.450
Authors: Juan Gómez Rivas; Bhaskar Somani; Moises Rodriguez Socarrás; Giancarlo Marra; Ian Pearce; Lars Henningsohn; Patricia Zondervan; Henk van der Poel; Hendrik Van Poppel; James N'Dow; Evangelos Liatsikos; Joan Palou Journal: Eur Urol Open Sci Date: 2021-09-28