Adapting to the Educational Challenges of a Pandemic: Development of a Novel Virtual Urology Subinternship During the Time of COVID-19

Abstract

Objectives To design, implement, and evaluate learner attitudes of a virtual urologic surgery clinical rotation for medical students Methods Ten senior medical students at the Perelman School of Medicine at the University of Pennsylvania were enrolled. Students were administered a pre-course test on their perceived confidence of their urologic knowledge, confidence in identifying urologic conditions, comfort with performing urologic evaluations, and confidence placing consults for urologic issues. Students participated in a two-week curriculum that included both asynchronous and synchronous content. Asynchronous content included pre-recorded lectures, self-paced problem-based learning (PBL) modules, directed reading and video content, and an online discussion board. Synchronous content included real-time videoconferences covering case discussions, simulated patient presentations, and critical literature reviews. At the conclusion of the course, students were administered the post-course survey evaluating changes in their ability to identify and understand urologic conditions. Results The post-course survey demonstrated this course significantly increases students’ scores in: self-perceived urologic knowledge, confidence in naming urologic conditions, comfort with performing urologic evaluations, and confidence placing consults for urologic conditions (p<0.05). Conclusions Virtual medical student rotations are scalable and effective at delivering surgical material and can approximate the interpersonal teaching found in clinical learning environments. They may be a useful tool to supplement or augment clinical learning in select situations.

Evaluation of an interactive virtual surgical rotation during the COVID‐19 pandemic

“…Studies of didactic-based virtual electives show high student satisfaction as well as significant improvement in medical student performance in post-versus pre-tests on specialty-specific material. 10 , 11 …”

“…For surgical specialties, these virtual curricula have included learning tools such as targeted readings, case-based discussions, simulated or real patient interactions, and instructional surgical videos. 9 , 10 , 11 , 12 , 13 However, literature evaluating the effectiveness of these interventions is limited, and few studies have addressed the significant problem of lack of student access to the operating room (OR) for interactive learning. One study described a virtual surgical subinternship that included simulated surgical skills workshops, 13 and another presented a case report of live-streaming from the OR for medical student education, 14 but neither have yet evaluated the educational value of these virtual experiences from student or faculty perspectives.…”

Virtual Emergency Medicine Clerkship Curriculum during the COVID-19 Pandemic: Development, Application, and Outcomes

“…This particular challenge was congruent with limitations described during a novel urologic medical student virtual subinternship developed in response to the COVID-19 pandemic. 11 …”

“…This particular challenge was congruent with limitations described during a novel urologic medical student virtual subinternship developed in response to the COVID-19 pandemic. 11 During weekly interactive, didactic Teams meetings and also during mock oral board-style cases, instructors assumed the role of patients to re-create opportunities for patientstudent interviews. These encounters were well received and provided much needed feedback to the learner about their interviewing skills.…”

A virtual sub‐internship for otolaryngology‐head and neck surgery

“…8 , 9 , 10 As program websites and social media accounts have become a key means of connection with prospective applicants, programs across multiple specialties developed various forms of virtual sub‐internships (VSIs). 11 , 12 , 13 , 14 , 15 , 16 Dean et al (2020) first described the implementation of a plastic surgery VSI built around the established Accreditation Council for Graduate Medical Education (ACGME) core competencies for in‐person rotations. 13 In other surgical subspecialties, similar curricula have been well‐received and highly valued by the majority of participating students.…”