Performing Medical Education Research in Urology: Challenges and Opportunities

• Published in: Current urology reports Vol. 21; no. 11; p. 45
• Main Authors: Yong, Courtney, Brown, James A., Takacs, Elizabeth B.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.11.2020
• Subjects: Accreditation - standards; Biomedical Research - organization & administration; Biomedical Research - standards; Education (G Badalato; Education, Medical, Graduate - methods; Education, Medical, Graduate - standards; Humans; Internship and Residency - organization & administration; Internship and Residency - standards; Medicine; Medicine & Public Health; Mentors; Nephrology; Section Editor; Topical Collection on Education; Urology; Urology - education; Ethics; Opportunities; Mentorship; Scholarship; Challenges; Graduate medical education
• ISSN: 1527-2737; 1534-6285; 1534-6285
• DOI: 10.1007/s11934-020-00997-w

Purpose of Review The Accreditation Council for Graduate Medical Education (ACGME) mandates educating resident physicians in evidence-based medicine (EBM) as a core program requirement. However, despite the significant emphasis placed on EBM, graduate medical education is far from evidence-based, and urology is a specialty where medical education research (MER) is particularly sparse. We want to articulate the challenges and opportunities with performing meaningful medical education research in urology training programs. Recent Findings Some studies suggest that the rigor of MER could be much stronger. The nature of GME requires researchers to use alternative study designs. Further, the unique role of residents as both learner and study subject and the dual role of faculty as researcher and educator pose challenges to carrying out research. Summary There is a tremendous opportunity for improvement and innovation in both quality and efficiency of urology resident education. Rigorous MER is required to advance this opportunity, and the fundamental key is development of mentors and collaboration.