The urology resident physician as an educator. Participatory educational intervention

Abstract

Objective: Determining the scope of an educational intervention that promotes participation, implemented by a urology resident physician-fifth year with regard to the development of clinical aptitude of urology resident physicians in the attention of the four most common urological disorders in a tertiary medical care.

Methods: We performed an interventional study in resident physicians of second (n = 7) and third year (n = 6) of urology at National Medical Center “La Raza”, Mexico City, Mexico, period: November to December 2017. An instrument was designed to evaluate the variable “clinical aptitude” of medical residents of second and third years including four urological conditions, the conceptual validity, content and reliability was assessed by four medical specialists in urology, with experience in teaching and educational research. The educational intervention was implemented by an urology resident of fifth-year. The educational intervention was in the form of seminars, which were performed twice a week Monday and Friday), duration per session: two hours; total duration of the educational intervention: 16 sessions. The measuring instrument was applied at the beginning (1st lession) and at the end of the educational intervention (16th session).

Results: In the R2 and R3 progress was noted in all indicators of clinical skills and the overall rating, which was expressed with statistically significant differences, the R2, the global score (initial measurement vs final) showed the following median: 44 and110 (p 0018), the R3, the overall rating was: 52.5 and 128 (p 0.027).

Conclusions: A Participatory educational intervention implemented by an urology resident of the fifth year, it can be associated with the development of clinical aptitude R2 and R3 of the same specialty.