Impact of virtual education on urology education during the COVID-19 pandemic

Introduction: The coronavirus pandemic changed the way urology education was delivered. At Dalhousie University, third-year medical students (clinical clerks) undergoing a two-week elective had historic in-person seminars to virtual with pre-recorded lectures by staff. academic abilities of clerks were measured via standardized written exam and clinical score assigned staff preceptor. This study aimed measure impact on student performance. Methods: Clerk scores have been recorded since 2014. seminar (pre-COVID) cohort included from January 2014 March 2020 (n=109), while (post-COVID) April August 2022 (n=60). Independent T-test used compare clinical, exam, total between pre-COVID groups after ensuring normality. Results: Students in group (mean ± standard deviation 88.69±6.50%) performed better than (86.32±6.33%) terms performance gradings (p=0.02). There no statistically significant difference cohorts (77.34±10.94% vs. 78.75±11.37%, p=0.43). Cumulative higher for (86.70±5.40% 84.52±5.44%, p=0.01). Conclusions: Clinical during improved cumulative performances when compared in-personal cohort; did not negatively scores.