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首页> 外文期刊>Journal of endourology >Genitourinary exam skills training curriculum for medical students: A follow-up study of comfort and skill utilization
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Genitourinary exam skills training curriculum for medical students: A follow-up study of comfort and skill utilization

机译：针对医学生的泌尿生殖系统考试技能​​培训课程：舒适感和技能运用的后续研究

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Purpose: We developed a genitourinary skills training (GUST) curriculum for incoming third year medical students (MS3) and performed a follow-up study of comfort with and utilization of these skills. Materials and Methods: GUST consisted of a didactic lecture followed by skills sessions including standardized patient testicular examination (TE) and digital rectal examination (DRE), male and female Foley catheter (MFC and FFC) placement training, suture-knot tying, and a faculty-directed small group learning session. Precourse and postcourse, and 6 and 18 months after the course, MS3 rated comfort with each skill (Likert scale 0-5), and quantified skill usage. Results were compared with 4th year students (MS4) who had not undergone GUST. Results: Participants were 281 MS3 GUST students and 44 MS4. Post-GUST, mean comfort on a Likert scale (0=uncomfortable) increased for all four skills (88.2%-96.9% vs 8.3%-18.5%, P<0.0001). This was maintained at the 6-month and 18-month follow up time points (P<0.0001). At 18 months, MS3 trended toward higher comfort with TE compared with MS4 (74 vs 54%, P=0.068), while with the other skills, both groups showed equal comfort. MS4 learned exam skills from faculty and MFC and FFC from nurses on the wards. Eleven percent of MS4 were never formally taught TE or DRE. MS3 and MS4 performed TE and/or DRE on <8% of newly admitted patients. Conclusions: MS3 described improved comfort with the GU skills at all time points during follow-up. This was particularly important because both MS3 and MS4 reported using their skills infrequently during their clinical training years.
机译：目的：我们为即将入学的三年级医学生（MS3）开发了泌尿生殖系统技能培训（GUST）课程，并对这些技能的舒适性和利用进行了后续研究。资料和方法：GUST包括一个教学讲课，然后是技能课程，包括标准化的患者睾丸检查（TE）和直肠指检（DRE），男女式Foley导管（MFC和FFC）放置训练，缝合结扎和由教师指导的小组学习会议。课前和课后，以及课后6和18个月，MS3评估了每种技能的舒适度（Likert等级0-5），并量化了技能使用情况。将结果与未接受GUST的四年级学生（MS4）进行了比较。结果：参与者是281名MS3 GUST学生和44名MS4。 GUST后，所有四种技能的李克特量表的平均舒适度（0 =不舒适）均增加（88.2％-96.9％对8.3％-18.5％，P <0.0001）。这被维持在6个月和18个月的随访时间点（P <0.0001）。与MS4相比，在18个月时，MS3的TE趋向于更高的舒适度（74％vs 54％，P = 0.068），而在其他技能方面，两组均表现出相同的舒适度。 MS4从教员以及病房护士那里学习了MFC和FFC的考试技能。 MS4中有11％从未正式学习过TE或DRE。 MS3和MS4对<8％的新入院患者进行TE和/或DRE。结论：MS3描述了随访期间所有时间点使用GU技能的舒适度都有所提高。这一点特别重要，因为MS3和MS4均在其临床培训期间很少报告使用其技能。

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