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| Application of the diagnosis and treatment guidelines to standardized training in urology residency |
| LIU Zelin ZHAI Guanzhong WANG Qinghua WANG Xiao GUO Jia▲ |
| Department of Urology, Renmin Hospital of Wuhan University, Hubei Province, Wuhan 430060, China |
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Abstract Objective To evaluate the clinical teaching effect of urological disease diagnosis and treatment guidelines in the standardized training of urological residents. Methods From September 2016 to September 2019, a total of 80 students in the standardized training were selected for rotation in the Department of Urology, Renmin Hospital of Wuhan University. According to the educational level of the regular students (bachelor, master, doctor), stratified and randomly divided into two groups. Guideline group guides clinical diagnosis and treatment with reference to Chinese Guidelines for Diagnosis and Treatment of Urological Diseases (40 cases). The control group referred to Surgery for guidance in clinical diagnosis and treatment (40 cases), the normalized training time both were 3 months. The two groups of were evaluated and surveyed by questionnaire when they were leaving the department, and their professional theoretical knowledge, case analysis, writing of medical records, clinical skills and operational ability and satisfaction with teaching were compared between the two groups. Results The scores of professional theoretical knowledge, case analysis, and writing of medical records in the guide group were all higher than those in the control group, with statistically significant differences (P ＜ 0.05). There was no statistically significant difference between the two groups in clinical skill operation scores (P ＞ 0.05). The students′ satisfaction with teaching in the guide group was higher than that in the control group, and the difference was statistically significant (P ＜ 0.05). Conclusion The application of the diagnosis and treatment guidelines to the standardized training in urology residency can improve the training effect, and enhance the learning interest and satisfaction of students. This provides a theoretical basis for further application and popularization of diagnosis and treatment guidelines in the resident doctor standardization training.
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