TY - JOUR
T1 - Changing the Status Quo
T2 - Developing a Virtual Sub-Internship in the Era of COVID-19
AU - Mikhail, David
AU - Margolin, Ezra J.
AU - Sfakianos, John
AU - Clifton, Marisa
AU - Sorenson, Mathew
AU - Thavaseelan, Simone
AU - Haleblian, George
AU - Kavoussi, Louis
AU - Badalato, Gina M.
AU - Richstone, Lee
N1 - Funding Information:
The vSIU Working Group:, Roger Dmochowski MD - Department of Urology, Vanderbilt University, Nashville, TN, Humphrey Atiemo, MD - Department of Urology, Henry Ford Health System, Detroit, MI, Timothy Averch, MD - Department of Urology, University of South Carolina, Columbia, SC, Michael Coburn, MD - Department of Urology, Baylor College of Medicine, Houston, TX, Seth Cohen, MD - Department of Urology, City of Hope, Glendora, CA, Judith Hagedorn, MD - Department of Urology, Johns Hopkins, Baltimore, MD, Brooke Harnisch, MD - Division of Urology, University of Connecticut, Farmington, CT, Adam Howe, MD - Division of Urology, Albany Medical Center, Albany, NY, Stephanie Kielb, MD - Department of Urology, Northwestern University, Chicago, IL, David Leavit, MD - Department of Urology, Henry Ford Health System, Detroit, MI, Yair Lotan, MD - Department of Urology, UT Southwestern Medical Center, Dallas, TX, Wesley A. Mayer, MD - Department of Urology, Baylor College of Medicine, Houston, TX, Suzanne Merril, MD - Division of Urology, Penn State Hershey Medical Center, Hershey, PA, Moben Mirza, MD - Department of Urology, University of Kansas Medical Center, Kansas City, KS, Chad Ritenour, MD - Department of Urology, Emory University School of Medicine, Atlanta, GA, Chad Tracy, MD - Department of Urology, University of Iowa Medical Center, Iowa City, IA, Erica Traxel, MD - Division of Urology, Washington University School of Medicine, St. Louis, MO, Chris Winters, MD - Department of Urology, Louisiana State University Health, New Orleans, LA, Jennifer Yang, MD - Department of Urology, UC Davis Medical Center, Sacramento, CA, Darius Paduch, MD, PhD - Department of Urology, Northwell Health, New York, NY, Jessica Kreshover, MD - Department of Urology, Northwell Health, New York, NY, Michael Schwartz, MD - Department of Urology, Northwell Health, New York, NY, Michael Feuerstein, MD - Department of Urology, Northwell Health, New York, NY
Publisher Copyright:
© 2021 Association of Program Directors in Surgery
PY - 2021/9/1
Y1 - 2021/9/1
N2 - Problem: Subinternships are integral to medical education as tools for teaching and assessing fourth-year medical students. Social distancing due to COVID-19 has precluded the ability to offer in-person subinternships – negatively impacting medical education and creating uncertainty surrounding the residency match. With no precedent for the development and implementation of virtual subinternships, the Society of Academic Urologists (SAU) developed an innovative and standardized curriculum for the Virtual Subinternship in Urology (vSIU). Methods: The vSIU committee's mandate was to create a standardized curriculum for teaching foundational urology and assessing student performance. Thirty-three members from 23 institutions were divided into working groups and given 3 weeks to develop 10 modules based on urologic subspecialties, Accreditation Council for Graduate Medical Education core competencies, technical skills training and student assessment. Working groups were encouraged to develop innovative learning approaches. The final curriculum was assembled into the “vSIU Guidebook.” Results: The vSIU Guidebook contains 212 pages – 64 pages core content and 2 appendices (patient cases and evaluations). It outlines a detailed 4-week curriculum with a sufficient volume of resources to offer a completely adaptable virtual course with the same rigor as a traditional subinternship. Modules contain curated teaching resources including journal articles, lectures, surgical videos and simulated clinical scenarios. Innovative learning tools include reflective writing, mentorship guidelines, videoconference-based didactics, surgical simulcasting and virtual technical skills training. The guidebook was disseminated to program directors nationally. Next Steps: The vSIU is the first virtual subinternship in any specialty to be standardized and offered nationally, and it was implemented by at least 19 urology programs. This curriculum serves as a template for other specialties looking to develop virtual programs and feedback from educators and students will allow the curriculum to evolve. As the pandemic continues to challenge our paradigm, this rapid and innovative response exemplifies that the medical community will continue to meet the needs of an ever-changing educational landscape.
AB - Problem: Subinternships are integral to medical education as tools for teaching and assessing fourth-year medical students. Social distancing due to COVID-19 has precluded the ability to offer in-person subinternships – negatively impacting medical education and creating uncertainty surrounding the residency match. With no precedent for the development and implementation of virtual subinternships, the Society of Academic Urologists (SAU) developed an innovative and standardized curriculum for the Virtual Subinternship in Urology (vSIU). Methods: The vSIU committee's mandate was to create a standardized curriculum for teaching foundational urology and assessing student performance. Thirty-three members from 23 institutions were divided into working groups and given 3 weeks to develop 10 modules based on urologic subspecialties, Accreditation Council for Graduate Medical Education core competencies, technical skills training and student assessment. Working groups were encouraged to develop innovative learning approaches. The final curriculum was assembled into the “vSIU Guidebook.” Results: The vSIU Guidebook contains 212 pages – 64 pages core content and 2 appendices (patient cases and evaluations). It outlines a detailed 4-week curriculum with a sufficient volume of resources to offer a completely adaptable virtual course with the same rigor as a traditional subinternship. Modules contain curated teaching resources including journal articles, lectures, surgical videos and simulated clinical scenarios. Innovative learning tools include reflective writing, mentorship guidelines, videoconference-based didactics, surgical simulcasting and virtual technical skills training. The guidebook was disseminated to program directors nationally. Next Steps: The vSIU is the first virtual subinternship in any specialty to be standardized and offered nationally, and it was implemented by at least 19 urology programs. This curriculum serves as a template for other specialties looking to develop virtual programs and feedback from educators and students will allow the curriculum to evolve. As the pandemic continues to challenge our paradigm, this rapid and innovative response exemplifies that the medical community will continue to meet the needs of an ever-changing educational landscape.
KW - COVID-19
KW - Curriculum Development
KW - Education During Pandemics
KW - Electives
KW - Medical Education
KW - Virtual Education
KW - Virtual Electives
KW - Virtual Subinternships
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U2 - 10.1016/j.jsurg.2021.03.007
DO - 10.1016/j.jsurg.2021.03.007
M3 - Article
C2 - 33896734
AN - SCOPUS:85106346594
SN - 1931-7204
VL - 78
SP - 1544
EP - 1555
JO - Journal of Surgical Education
JF - Journal of Surgical Education
IS - 5
ER -