ArticleBMC medical education2026
A structured teaching module for postoperative follow-up in urology residency training: development and evaluation of an IMDB-based educational tool.
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
backgroundTeaching postoperative follow-up for renal cell carcinoma (RCC) is challenging during brief urology rotations. We evaluated a structured module based on a simplified risk model (IMDB: venous invasion, tumor size ≥ 7 cm, systemic symptoms, renal sinus fat invasion) to improve residents' knowledge and clinical decision-making.
methodsForty residents who completed the 8-10 h module (2022-2025) were enrolled in this retrospective pre-post study. The module used a Postoperative Health Management Passport integrating lectures, simulations, outpatient practice, and debriefing. Knowledge was assessed by validated questionnaire (pre/post). Decision-making was scored on follow-up card assignments (0-15). Satisfaction was measured by 5-point Likert scale.
resultsKnowledge scores increased from 65.75 ± 5.13 to 90.88 ± 4.92 (mean gain 25.13 ± 4.00; t = 39.71, P < 0.0001). Decision-making scores: IMDB accuracy 4.52 ± 0.64, plan rationality 4.19 ± 0.65, patient education 3.93 ± 0.81. Inter-rater reliability was excellent (ICC = 0.97), pass rate 92.5% (37/40). Satisfaction was 96.1%; 100% would recommend the module. Knowledge gain did not correlate with decision-making scores (all r ≤ 0.07, P > 0.05). Second-year residents improved most (27.00 ± 4.14 points, F = 4.307, P = 0.0208).
conclusionsThe IMDB-based module effectively enhanced residents' knowledge and decision-making. However, because the decision-making assessment showed near-ceiling performance, the absence of a significant correlation between knowledge gain and decision-making scores should be interpreted with caution; a more sensitive assessment instrument is needed to meaningfully examine this relationship in future studies. The "learn-practice-reflect" framework offers a reproducible model for integrating clinical tools into residency training.
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