European Urology Open Science (Nov 2021)

Essentials for Standardising the Undergraduate Urology Curriculum in Europe: Outcomes of a Delphi Consensus from the European School of Urology

  • Juan Gómez Rivas,
  • Bhaskar Somani,
  • Moises Rodriguez Socarrás,
  • Giancarlo Marra,
  • Ian Pearce,
  • Lars Henningsohn,
  • Patricia Zondervan,
  • Henk van der Poel,
  • Hendrik Van Poppel,
  • James N’Dow,
  • Evangelos Liatsikos,
  • Joan Palou,
  • Rade Stanisavljevic,
  • Bojanic Nebojsa,
  • Pavel Banov,
  • Leonid Spivak,
  • Stilianos Giannakopoulos,
  • Mario Álvarez-Maestro,
  • Jan Svihra,
  • Tobias Page,
  • Emrah Yuruk,
  • Miguel Silva-Ramos,
  • Saban Sarikaya,
  • Francesco Porpiglia,
  • Attila Szendroi

Journal volume & issue
Vol. 33
pp. 72 – 80

Abstract

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Background: The burden of urological diseases is rising as the worldwide population ages. Although specialist urological provision is needed, a large proportion of these conditions will be managed in primary care. The importance of including urology in medical education currently remains unclear. Objective: To provide recommendations on undergraduate medical education for urology in Europe. Design, setting, and participants: A three-round Delphi process to reach consensus on standardising the undergraduate urology curriculum in Europe was endorsed by the European School of Urology. Outcome measurements and statistical analysis: The levels of agreement were set using a nine-point scale according to the GRADE grid: 1–3, disagree; 4–6, uncertain; and 7–9, agree. Consensus was defined as at least 70% of the participants scoring within the same 3-point grouping. Results and limitations: Overall, consensus was reached for 20 of 34 statements (70.5%) across the three Delphi rounds, with agreement for 75% (n = 15) and disagreement for 25% (n = 5). The following main points were agreed. Urological teaching should be introduced before year 5 of medical school, with at least 20 h of theoretical activities and at least 30 h of practical activities. Urology should be taught as a stand-alone subject rather than combined with another surgical specialty or a nephrology programme. The participants agreed that urology should be taught according to symptoms. A urology programme should include the anatomy and physiology of the urinary tract, and students should know how to clinically assess a urological patient. Conclusions: Our recommended urology pathway will allow European medical schools to provide a more comprehensive undergraduate urology curriculum. It will also help to improve and maintain standards of urology undergraduate teaching across Europe. Patient summary: Our survey showed that urology in universities should have, at minimum, time for theoretical and practical activities and should be taught as a stand-alone subject on the basis of symptoms. Students should give feedback to facilitate constant improvement and evolution of the teaching programme.

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