Teaching Urology to Undergraduates: A Prospective Survey of What General Practitioners Need to Know

Background: Higher education training in Medicine has considerably evolved in recent years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. Our objective is to identify the knowledge and skills needed in Urology for the real clinical practice of GPs. Methods: An anonymous self-administered survey was carried out among GPs of Primary Care and Emergencies which sought to evaluate urological knowledge and necessary urological skills. The results of the survey were exported and descriptive statistics were performed using IBM SPSS Statistics version 19.0. Results and limitations: A total of 127 answers were obtained, in which ‘Urological infections’, ‘Renal colic’, ‘PSA levels and screening for prostate cancer’, ‘Benign prostatic hyperplasia’, ‘Hematuria’, ‘Scrotal pain’, ‘Prostate cancer diagnosis’, ‘Bladder cancer diagnosis’, ‘Urinary incontinence’, and ‘Erectile dysfunction’ were rated as Very high or High formative requirements (>75%). Regarding urological skills, ‘Abdominal examination’, ‘Interpretation of urinalysis’, ‘Digital rectal examination’, ‘Genital examination’, and ‘Transurethral catheterization’ were assessed as needing Very high or High training in more than 80% of the surveys. The relevance of urological pathology in clinical practice was viewed as Very high or High in more than 80% of the responses. Conclusions: This study has shown helpful results to establish a differentiated prioritization of urological knowledge and skills in Primary Care and Emergencies. Efforts should be aimed at optimizing the teaching in Urology within the Degree of Medicine which consistently ensures patients’ proper care by future GPs

A sequence variant at 4p16.3 confers susceptibility to urinary bladder cancer

To access publisher full text version of this article. Please click on the hyperlink in Additional Links fieldPreviously, we reported germline DNA variants associated with risk of urinary bladder cancer (UBC) in Dutch and Icelandic subjects. Here we expanded the Icelandic sample set and tested the top 20 markers from the combined analysis in several European case-control sample sets, with a total of 4,739 cases and 45,549 controls. The T allele of rs798766 on 4p16.3 was found to associate with UBC (odds ratio = 1.24, P = 9.9 x 10(-12)). rs798766 is located in an intron of TACC3, 70 kb from FGFR3, which often harbors activating somatic mutations in low-grade, noninvasive UBC. Notably, rs798766[T] shows stronger association with low-grade and low-stage UBC than with more aggressive forms of the disease and is associated with higher risk of recurrence in low-grade stage Ta tumors. The frequency of rs798766[T] is higher in Ta tumors that carry an activating mutation in FGFR3 than in Ta tumors with wild-type FGFR3. Our results show a link between germline variants, somatic mutations of FGFR3 and risk of UBC.info:eu-repo/grantAgreement/EC/FP7/21807

Herramientas de apoyo a la enseñanza y gestión administrativa en la Facultad de Geografía e Historia: hacia un sistema híbrido presencial-virtual

Con este Proyecto de Innovación y Mejora de la Calidad Docente, de carácter institucional, se pretende dar continuidad a la etapa de innovación y formación docente que se inició el pasado Curso 2018-2019 en la Facultad de Geografía e Historia de la Universidad Complutense de Madrid, así como a las anteriores iniciativas de la Facultad de Geografía e Historia en materia de nuevas tecnologías. El objetivo de este proyecto, siguiendo la metodología de los cuatro años anteriores, ha pretendido promover en la Facultad una formación en el ámbito de la innovación educativa y de las nuevas tecnologías basada en: (i) la formación del Profesorado, del Personal de Administración y Servicios, y de estudiantes del Centro y (ii) en el intercambio de experiencias innovadoras entre representantes de estos colectivos, para poder hacer uso de las mismas en su desempeño docente, administrativo y formativo, respectivamente. El Proyecto, dirigido por el Vicedecano de Innovación, Nuevas Tecnologías y Comunicación de la Facultad, se adecua a las líneas prioritarias de la convocatoria Innova-Gestión Calidad, puesto que ha servido para profundizar en la innovación y en la mejora de la calidad docente-investigadora a través de programas formativos que, en la actualidad, constituyen objetivos prioritarios de la Estrategia UCM2020 de Investigación