The Hidden Curriculum: Strategies for Preparing Residents for Practice
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EDUCATION (G BADALATO, SECTION EDITOR)
The Hidden Curriculum: Strategies for Preparing Residents for Practice Joseph Balbona 1 & Trushar Patel 2
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Purpose of Review The goal of this paper was to identify areas of importance in modern urology education that are not currently emphasized in current urological curricula. Recent Findings We identified curricular deficits in robotic surgical simulation, transgender health, leadership, business management, and social media training. Few practicing urologists feel comfortable managing transgender-specific needs, and most training programs do not adequately address transgender health. Urology programs also do not sufficiently emphasize topics in leadership, business management, or appropriate social media usage. With respect to simulation, while it is currently included in the Accreditation Council for Graduate Medical Education (ACGME) program requirements, it is currently under-utilized for training in robotic surgery. Summary It is important for urologists to receive adequate training for the modern practice landscape. Where knowledge gaps among early practicing urologists arise, programs should adapt their curricula to address them. Keywords Urology curriculum . Simulation . Transgender health . Leadership . Business management . Social media
Introduction Urology graduate medical education represents a critical period of professional growth between medical school and clinical practice. While there is institutional variation in resident experience, common curricular requirements are mandated by the Accreditation Council for Graduate Medical Education (ACGME) [1]. Educational programs must integrate 6 core competencies into their curricula: professionalism, patient care and procedural skills, medical knowledge, practicebased learning, interpersonal and communication skills, and systems-based practice. To ensure that residents meet these competencies, programs track their trainees’ progress through a developmental framework of milestones [2]. The core This article is part of the Topical Collection on Education * Trushar Patel [email protected] 1
University of South Florida Morsani College of Medicine, 2 Tampa General Circle, Tampa, FL 33606, USA
2
Department of Urology, University of South Florida Morsani College of Medicine, 2 Tampa General Circle, Tampa, FL 33606, USA
competencies and milestones provide a framework for residents’ development and assessment. However, this framework is not all-encompassing. It defines the minimum educational requirements deemed essential for modern practice. Individual institutions are left to define the nuances of their curricula based on program-specific aims. Programs must expand on the framework set by the ACGME to optimally prepare their trainees for clinical practice. In this review, we identify important topics for modern urological education not currently emphasized in the mandated curriculum.
Robotic Simulation Under current ACGME guidelines, reside
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