Abstract

OBJECTIVE: To assess the impact of the Urology Collaborative Online Video Didactic (COViD) lecture series series on resident knowledge as a supplement to resident education during the COVID-19 pandemic.METHODS: One hundred thirty-nine urology residents were voluntarily recruited from 8 institutions. A 20-question test, based on 5 COViD lectures, was administered before and after watching the lectures. Pre- and post-test scores (percent correct) and score changes (post-test minus pre-test score) were assessed considering demographic data and number of lectures watched. Multiple linear regression determined predictors of improved scores.RESULTS: Of residents recruited, 95 and 71 took the pre- and post-tests. Median number of lectures watched was 3. There was an overall increase in correct scores from pre-test to post-test (45% vs. 57%, p<0.01). Watching any lectures vs. none led to higher post-test scores (60% vs. 44%, p<0.01) and score changes (+16% vs. +1%, p<0.01). There was an increase in baseline pre-test scores by post-graduate year (PGY) (p<0.01); however there were no significant differences in post-test or score changes by PGY. When accounting for lectures watched, PGY, and time between lecture and post-test, being a PGY6 (p=0.01) and watching 3-5 lectures (p<0.01) had higher overall correct post-test scores. Watching 3-5 lectures led to greater score changes (p<0.001-0.04). Over 65% of residents stated the COViD lectures had a large or very large impact on their education.CONCLUSIONS: COViD lectures improved overall correct post-test scores and increased knowledge base for all resident levels. Furthermore, lectures largely impacted resident education during the COVID-19 pandemic.

View details for DOI 10.1016/j.urology.2022.02.032

View details for PubMedID 35469812