MP20-20: Evaluation of Urology Trainee Preferences in Didactic Education: An International Choice-based Conjoint Analysis

Saturday, September 11, 2021 2:00 PM to 4:00 PM


Authors: Kyle Spradling, Caleb Seufert, Nora Kern, Michael Borofsky, Mathew Sorensen, Lindsay Hampson, Simon Conti

Introduction: Didactic lectures are a commonly used educational tool during urology residency training. Although all residency programs are expected to provide didactic content for their residents, the format of these sessions vary by presenter and institution. Currently, it is not clear which didactic format provides the most educational benefit. Herein, we aimed to evaluate which attributes of didactic education are most preferred by contemporary urology trainees.

Methods: Urology trainees during the 2020-21 academic year were invited to complete an online choice-based conjoint analysis exercise assessing four attributes associated with didactic education: method of delivery, presentation style, presenter credentials, and curriculum design. The survey was distributed via social media platforms and the Urology Collaborative Online Video Didactics (COViD) website. A sensitivity analysis (Sawtooth Software, Inc. Utah, USA) was used to determine relative importance of each attribute and predict trainee preferences in didactic format (online/virtual vs. in-person).

Results: Of the 431 trainees who received the survey, 73 (17%) completed the conjoint analysis exercise, including 60 participants from the United States and 11 from international training programs.  Nearly all trainees (72/73) preferred at least 1 hour of dedicated didactic education per week, with 67% responding that 2-3 hours of didactic time per week is ideal. Overall, the majority of respondents preferred online/virtual presentations (77%, 95% CI 70-84%) compared to in-person presentations. Respondents placed the most importance on presenter credentials, preferring national experts from visiting institutions to faculty members from their local institutions. Conjoint analysis revealed a preference trend toward an online didactic curriculum by increasing PGY year, with senior residents and fellows showing stronger preferences for online didactics compared to more junior trainees (Figure 1).

Conclusions: Contemporary urology trainees prefer didactic education that is available in an online/virtual format, standardized across training institutions, and organized and presented by national experts in the field. This data should inform national educational efforts to standardize didactic learning for urology trainees.

Source of Funding: No funding source to declare.

Therapeutic Area
Basic Sciences/Physiology/Research