Pediatric urology fellowship training: Are we teaching what they need to learn? - Abstract

OBJECTIVE: Pediatric urology training has traditionally been based on an apprenticeship model.

As part of our curriculum re-development, we surveyed recent graduates (2007-2009) regarding the teaching of clinical/surgical skills and medical knowledge during their training.

METHODS: 44 pediatric urologists who completed 2 years of ACGME (Accreditation Council for Graduate Medical Education)-accredited programs and had been practicing for at least 18 months were anonymously surveyed. An IRB-approved survey was developed by a team of educators at the Johns Hopkins School of Medicine and Bloomberg School of Public Health.

RESULTS: 31 of 44 responded to 100% of the questions; 90% of the respondents felt their fellowship successfully prepared them for discussing surgical options and performing the procedures that they are now doing; 74% felt well trained to manage perioperative complications and 65% felt well trained to manage non-surgical problems. Faculty feedback/supervision, independent reading, and conferences were rated as a very effective method of teaching (87%). Top three procedures they wished they had learned: laparoscopic/robotic surgery, hypospadias repair, and augmentation/Mitrofanoff. Top three non-surgical topics: urinary tract infection, voiding dysfunction, and billing/coding.

CONCLUSION: It is reassuring that ACGME fellowship-trained pediatric urologists feel prepared in commonly performed procedures and perioperative care. Faculty supervision/feedback is highly valued.

Written by:
Wang MH, Chen B, Kern D, Gearhart S.   Are you the author?
Urology, Division of Pediatric Urology, Johns Hopkins School of Medicine, 600 North Wolfe Street, Marburg 149, Baltimore, MD 21287, USA.

Reference: J Pediatr Urol. 2013 Jun;9(3):318-21.
doi: 10.1016/j.jpurol.2012.03.015

PubMed Abstract
PMID: 22537463

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