ArticleBMC medical education2026
Impact of a vertically integrated, symptom-oriented teaching program for hematuria management on clinical competency transfer among urology clerkship students.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
objectiveTo create a pathway-based, vertically integrated teaching program on hematuria management that encourages competency development, and to analyze its effect in competency transfer among urology clerkship students.
methodsEighty clerkship students were recruited (intervention group, n = 40; control group, n = 40) in a single-center, quasi-experimental controlled study. Data on weekly tests, case presentation score, end-of-rotation comprehensive score, and a modified OSCE were collected. Between-group comparisons were performed using Welch-corrected independent-samples t tests for continuous outcomes, Fisher's exact test or χ² test for categorical baseline variables, and covariate-adjusted linear regression with HC3 robust standard errors for the OSCE total score.
resultsThe two groups had similar age, sex, and major composition. The intervention group obtained a relatively higher formative assessment performance with a higher mean weekly test score than the control group (94.09 ± 2.58 vs. 86.50 ± 8.10, P < 0.001), and a slightly higher case score (7.39 ± 0.60 vs. 7.14 ± 0.46, P = 0.045), while the end-of-rotation comprehensive score did not meet the significance level (P = 0.771). The simulation-based OSCE showed a significantly higher OSCE total score in the intervention group (85.39 ± 4.02 vs. 80.00 ± 5.16, P < 0.001), with main differences in domains related to management and communication; the group effect remained significant after covariate adjustment (beta = 5.56, P < 0.001).
conclusionThe hematuria-focused, vertically integrated teaching program was associated with improved formative assessment performance and case presentation quality, and with better performance in a simulation-based modified OSCE assessing competency transfer. Future larger-scale randomized controlled studies are needed to further validate these findings.
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