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?:abstract
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OBJECTIVES: To design, implement, and evaluate learner attitudes of a virtual urologic surgery clinical rotation for medical students METHODS: Ten senior medical students at the Perelman School of Medicine at the University of Pennsylvania were enrolled Students were administered a pre-course test on their perceived confidence of their urologic knowledge, confidence in identifying urologic conditions, comfort with performing urologic evaluations, and confidence placing consults for urologic issues Students participated in a two-week curriculum that included both asynchronous and synchronous content Asynchronous content included pre-recorded lectures, self-paced problem-based learning (PBL) modules, directed reading and video content, and an online discussion board Synchronous content included real-time videoconferences covering case discussions, simulated patient presentations, and critical literature reviews At the conclusion of the course, students were administered the post-course survey evaluating changes in their ability to identify and understand urologic conditions RESULTS: The post-course survey demonstrated this course significantly increases students\' scores in: self-perceived urologic knowledge, confidence in naming urologic conditions, comfort with performing urologic evaluations, and confidence placing consults for urologic conditions (p<0 05) CONCLUSIONS: Virtual medical student rotations are scalable and effective at delivering surgical material and can approximate the interpersonal teaching found in clinical learning environments They may be a useful tool to supplement or augment clinical learning in select situations
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