Objective: Previous studies report low confidence levels amongst junior doctors in changing suprapubic catheters (SPC). We aimed to assess and improve foundation doctors’ confidence in changing an SPC, and to identify factors contributing to a lack in confidence. A teaching session using an easily reproducible simulation model was delivered to improve confidence. Method: A teaching session on routine SPC changes was delivered to a cohort of 30 Foundation Year 2 doctors within a single hospital. The teaching session comprised a short presentation followed by a practical session with the teaching models. Trainees completed a questionnaire on self-reported confidence levels in catheterisation prior to, and directly after, the session. Results: The self-reported confidence level with SPC changes was measured using a 5-point scale (1 = not very confident, 5= very confident), and following the session, the median score increased from 1 to 4. 100% ( N = 28) of trainees felt the teaching session increased their confidence with routine SPC changes and that the simulation model was a useful tool. Conclusion: Some junior doctors report low confidence levels with SPC changes. A teaching session on routine SPC changes using a simulation model may improve confidence Level of evidence: 2c

Objectives: Undergraduate exposure to urology is limited and junior doctors often feel underprepared for managing urological problems. We therefore established a one-day urology teaching course which covered the entire British Association of Urological Surgeons curriculum. Methods: Graduates of a teaching hospital undertook a survey regarding their practical skills and knowledge in urology ( n=20), with responses compared to a sample of students who attended the boot camp ( n=24). Results: Forty per cent of graduates thought they knew most of the curriculum and 0% knew the entire curriculum, increasing to 79.4% and 8.3%, respectively, in the post-boot camp cohort. Forty per cent felt ‘mostly prepared’ for final examinations, increasing to 70.8%; 35% rated their knowledge as ‘good’, increasing to 50%, with a further 12.5% feeling it was ‘excellent’; 0% were ‘very confident’ in examination skills, increasing to 20.8%. One hundred per cent of students thought the boot camp helped in preparation for medical finals, 70.8% felt it better prepared them for foundation training. All course candidates thought the course increased their knowledge and skills in urology. Conclusion: This urology boot camp improves medical students’ skills and knowledge. This course would benefit medical students nationally, providing comprehensive, standardised training in urology and preparing students for final examinations and foundation years. Level of evidence: Not applicable.

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ObjectivesThe study aims to describe the methodology of converting the urology boot camp for medical students into a virtual course with key take home points for a successful conversion and to present quantitative and qualitative data demonstrating the impact of the boot camp on improving delegates' knowledge and clinical acumen.Materials and methodsThe face‐to‐face boot camp was converted to a virtual format employing a variety of techniques including; utilizing an online platform to deliver live screened lectures, using online polling software to foster an interactive learning environment and displaying pre‐recorded videos to teach practical skills. Validated Multiple Choice Questionnaires (MCQs) were used prior to and after the course. This enabled the assessment of delegates' knowledge of urology according to the national undergraduate curriculum, and paired t tests were used to quantify the level of improvement. Thematic analysis was carried out on post‐course delegate feedback to identify highlights of the course and ways of improving future iterations.ResultsIn total, 131 delegates took part in the pilot virtual course. Of these, 105 delegates completed the pre‐ and post‐course MCQs. There was a statistically significant improvement in the assessment following the course (p = <0.001) with mean score increasing from 47.5% pre‐course to 65.8% post‐course. All delegates who attended the most recent implementation of the virtual course (n = 31) felt it improved their knowledge and confidence in urology. Twenty delegates (64.5%) felt that it prepared them for both final year medical school examinations and working as a foundation year doctor. Positive themes in feedback were identified, which included the interactive nature of the course, the quality of teaching, the level and content of information provided and the high yield, concise organization of the teaching schedule.ConclusionUsing virtual technology and innovative educational frameworks, we have demonstrated the successful conversion of the urology boot camp for medical students to a virtual format. At a national level, with support from the British Association of Urological Surgeons, the face‐to‐face component of the course will continue to run in parallel with the virtual course with the aim of standardizing and improving UK undergraduate urological education. The virtual course has been implemented on an international scale, and this has already shown promising results.