Abstract: PD41-09
Sources of Funding: none

Introduction

Recognizing the growing role of urodynamics (UDS) in advanced urology, residency programs have rapidly incorporated it into their training curriculum. However, there is no consensus on the best methods of teaching UDS application. Therefore, we aimed to determine the most appropriate teaching method with objective evaluation to enhance urodynamic skills, in order to improve quality of teaching and patient care.

Methods

Urology residents (n = 20) were randomized according to postgraduate year and training institution to either review a video training module or a teaching document, on UDS, prior to an objective structured clinical examination (OSCE). Participants were given a basic questionnaire evaluating age, training level, adequacy of training, estimated UDS interpretation proficiency. The OSCE contained 12 UDS tracings with questions and assessing level of certainty. Two urologists independently established the correct answers. Two blinded, independent graders scored each UDS question to determine competency (0=incorrect, 1=partially correct, 2=correct). Certainty was scored on a scale of 0 to 4 (0 representing a guess and 4 representing 100% certainty).

Results

The median self-reported proficiency was 5 out of 10, mean total score was 13.3 of 24, and overall certainty was 27 of 48. There was significant difference in overall competency between both groups (video: 15.1 ± 2.08, document: 11.4 ± 2.41, P<0.01). Also, the video training module group achieved a higher score on overall certainty (30.7 ± 4.99 versus 22.4 ± 10.3, P<0.05). When analyzing each diagnosis, we found that the mean score for correctly identifying proper calibration and bladder outlet obstruction was significantly higher in the video training module group, while approaching significance for detrusor sphincter dyssynergia (P<0.05) respectively. Overall competency was significantly correlated with self-reported proficiency (r = 0.502, P<0.05), total certainty (r = 0.531, P<0.05), and overall urodynamic experience (r = 0.503, P<0.05).

Conclusions

A urodynamic video training module improved residents UDS knowledge and interpretation skills. These findings highlight the need to incorporate multimedia teaching for UDS interpretation into urology curriculum. Future research should focus on curriculum standardization and optimal learning methods to improve UDS competency.

Funding

none