LEARN: A multi-centre, cross-sectional evaluation of Urology teaching in UK medical schools

Plastic Surgery Teaching to United Kingdom Undergraduate Medical Students: A Systematic Review

Background  There are varying reports about United Kingdom medical students' exposure and teaching methods regarding plastic and reconstructive surgery. To date, no systematic review has been done looking at this topic. Methods  Three databases (PubMed, Embase, and Medline) were searched from January 1, 2011 to July 20, 2023 for studies that assessed United Kingdom medical students' exposure to plastic surgery and suggested recommendations to improve teaching. Three authors performed data extraction and screening, as per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Results  Fifteen studies were included. Medical students' average current exposure to plastic surgery was 29.44%, but this was highly variable across the studies. The most common method of currently teaching plastic surgery was through lectures (34% of studies), and the most common suggested method of teaching was through courses (40% of studies). Many of the studies (12/15) were deemed as being at high risk of bias. Conclusion  More recent studies need to be performed to assess current levels of teaching of plastic surgery in the United Kingdom medical school curriculum. Greater exposure to plastic surgery through lectures and integrated clinical placements is needed to ensure equitable access for all medical students to plastic surgery as a profession.

VENUM (Vascular Education iN Undergraduate Medicine): a multicentre evaluation of undergraduate vascular education in the UK

INTRODUCTION

Vascular surgery is a recognised surgical subspecialty covering an array of circulatory conditions predominately affecting geriatric and diabetic patients. As such, a wide breadth of clinicians will see patients with vascular pathologies, but it is unclear how detailed their knowledge base is. Key to this is the education of medical students, which has been poorly documented during undergraduate training in the UK. VENUM aimed to establish students' perceptions of vascular surgery and their confidence in performing vascular objective structured clinical examination (OCSE) skills.

METHODS

During the academic year of 2022/2023, final-year medical students were invited to complete a JISC survey (collaborative authorship). Seventy-seven research leads were recruited to disseminate the survey. Quantitative and thematic analysis was used to assess the data.

RESULTS

In total, 240 final-year medical students completed the survey (54% female; 26 medical schools represented). Forty-five per cent of students reported never having had a vascular placement, 24% had never completed a vascular-focused clinical examination and 26% reported low confidence in performing ankle brachial pressure index measurement. An assessment of peripheral arterial disease morbidity was answered correctly in 17% of respondents compared with 92% for angina (chi-square test p<0.001). Students perceived the specialty to be non-inclusive and that early exposure to vascular surgery was required for better engagement with the specialty.

CONCLUSION

Students have experienced little exposure to vascular surgery. This may affect future recruitment to vascular surgery and overall knowledge of vascular conditions in UK-trained doctors, which may affect long-term patient management.

Insights and Recommendations From Two Urology-Based Educational Interventions: Development of a Urology Teaching Programme and Out-of-Hours Urology Handbook

Exposure and education in urology for medical students (MSs) and junior doctors (JDs) have long been overlooked, resulting in inadequate preparedness for the management of urological cases/patients. This study addresses this deficiency through the implementation of a Urology Teaching Programme (UTP) and the creation of an Out-of-Hours Urology Handbook (OOHUH). The UTP was delivered virtually, targeting senior MSs and JDs, and covered common urological presentations and management pathways from a JD's perspective. The OOHUH aimed to enhance the care provided by general surgery senior house officers (SHOs) at Lister Hospital (Stevenage, UK), offering guidance for nine common urological conditions in emergency and out-of-hours settings. Both initiatives demonstrated significant improvements in knowledge and confidence in urology. The findings underscore the importance of supplementary urology education and suggest strategies for bridging training gaps in medical curricula and clinical practice. Recommendations include tailored induction programs and simulation days for junior doctors, along with the widespread adoption of such educational interventions to enhance patient care and trainee preparedness in urology.

How Can We Improve the Delivery of Urology Teaching to Medical Students Using Modern Educational Techniques?

It is generally well-known that the medical school curriculum is becoming increasingly busy, more so with the COVID-19 pandemic. By itself, urology education will need to adapt to meet the changing circumstances, but it remains uncertain on how best to address this need. In this article, we will discuss several methods that will allow institutions to ease and overcome pressures using modern educational techniques. These methods can be classified based on the aspect of the curriculum they seek to improve, namely core-curricular teaching, anatomy training, virtual reality, and electronic learning opportunities. We anticipate that the implementation of these suggestions will enhance medical school teaching.