Asif, A

Bhatt, NR

Cambridge, WA

Chan, VWS

Clement, KD

Jayaraajan, K

Kasivisvanathan, V

Khadhouri, S

Kulkarni, M

Lam, CM

Light, A

Matthew, MG

Ng, A

English

UCL Discovery

Study launch: uroLogical tEAching in bRitishmedical schools Nationally (LEARN)  Alexander Ng1,15, William Cambridge2,15, Keerthana Jayaraajan3,15, Chon M. Lam4,15,Alexander Light5,15, Aqua Asif6,15, Vinson Chan7,15, Melissa G. Matthews8,15, KieranClement9,15, Meghana Kulkarni10,11,15, Nikita R. Bhatt12,15, Sinan Khadouri13,15 and Veeru Kasivisvanathan14,15  1University College London, London, UK,2University of Edinburgh, Edinburgh, UK,3Imperial College London, London,4University Hospital of Wales, Cardiff, Wales,5Department of Surgery, University of Cambridge, Cambridge,6LeicesterMedical School, Leicester,7Faculty of Medicine and Health, University of Leeds, Leeds,8Hull York Medical School, York,9Royal Alexandra Hospital, Paisley,10Guy’s and St Thomas’NHS Foundation Trust, London,11Department of CancerImaging, School of Biomedical Engineering and Imaging Sciences, King’s College London, London,12Queen ElizabethHospital, Kings Lynn,13Health Science Research Unit, The School of Medicine, Medical Sciences and Nutrition,Aberdeen Royal infirmary, University of Aberdeen, Aberdeen,14Division of Surgery and Interventional Science, UCL,London, UK, and15British Urology Researchers in Surgical Training (BURST), London, UK  Background: Urological conditions account for approximately 25% of acute surgical referrals and 10 to 15% of general practitioner appointments. Urology is also a common rotation forfirstand second-year doctors, with a consistently competitive entry at specialty-trainee level [1]. The speciality itself offersgreat breath of pathology, patient groups and is extremely innovative.   In 2012, the British Association of Urological Surgeons(BAUS) published a national medical student urology curriculum, with a view to improving the understanding and management of urological conditions among medical students[2]. This national curriculum also emphasises the importance of practical skills, including performing procedures like digital rectal examination and catheterisation, as well as observing surgical procedures such as laparotomies and endoscopic surgery. The national curriculum is an important reference for the skills and knowledge expected of new doctors, in addition it is vital to ensure students receive sufficient clinical exposure to allow them to consider it as their chosen careerpath. However, the extent of its uptake within medical schools is unclear.   Aims of LEARN: To assess the current delivery of urology teaching based on the BAUS recommended syllabus. We will also assess the confidence of students and junior doctors in their ability to perform urological procedures as required by this curriculum and the GMC. Following this, we are interested in evaluating the likelihood of medical students choosing urology as a placement or future career option.   How Will the Study Run? A national cross-sectional questionnaire on the provision of undergraduate teaching in urology will be distributed tostudents across all UK medical schools, with assistance from appointed medical school student leads and course directors. We aim to present our work at the BAUS Annual Scientific Meeting in 2021, as well as other national and international scientific conferences, related to urology, surgery, and education. We also expect medical students leads to present ans disseminate results pertaining to their own medical school to their course leaders. Local data in this regard will be made freely available to the medical student leads.    

LEARN (Urological Teaching in British Medical Schools Nationally): A Multicentre Cross-Sectional Study

https://discovery.ucl.ac.uk/id/eprint/10145454/2/Kasivisvanathan_Study%20launch.pdf

LEARN (Urological Teaching in British Medical Schools Nationally): A Multicentre Cross-Sectional Study

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