RESUMO
OBJECTIVE: To identify any self-reported differences or attitudes towards certification, publication, or practice patterns between adult urology and paediatric general surgery-trained paediatric urology providers. There are no known published differences in clinical/operative/research outcomes in either group. METHODS: An 18-item cross-sectional survey was compiled through the EAU Young Academic Urologists (YAU) office and disseminated to a trans-Atlantic convenience sample of current practising paediatric urologists. This was created using a mini-Delphi method to provide current semi-quantitative data relating to current opinions and attitudes of this cohort. RESULTS: A total of 228 respondents completed the survey, with female respondents representing 37% and 34% for urology and paediatric general surgery, respectively. Nearly 90% overall respondents felt that a full 2-year paediatric fellowship program was very important and 94% endorsed a collaborative dedicated paediatric urology on call service, with 92% supporting the joint development of transitional care. Urology managed higher numbers of bedwetting (p = 0.04), bladder bowel dysfunction (p = 0.02), endourological procedures (p = 0.04), and robotics (p = 0.04). Paediatric general surgery managed higher numbers of laparoscopic reconstruction (p = 0.03), and posterior urethral valve ablation (p = 0.002). CONCLUSION: This study represents the first time that a cross-sectional cohort of paediatric urologists from different training backgrounds were compared to assess their productivity, practice patterns and attitudes. Paediatric urology is in a unique position to have two contributing specialities, with the ability to provide optimal transitional and lifelong care. We believe that there should be a strong emphasis on collaboration and to remove any historically-created barriers under policies of equity, diversity and inclusivity.
Assuntos
Doenças Urológicas , Urologia , Adulto , Humanos , Criança , Feminino , Urologia/educação , Estudos Transversais , Urologistas , Inquéritos e QuestionáriosRESUMO
Resumen La implementación de rutas de formación para los docentes orientados a la cualificación, diseño y aplicación de recursos educativos digitales son necesarios y prioritarios para que las instituciones avancen hacia la transformación cultural requerida en los procesos de enseñanza-aprendizaje con soporte en las TIC. Esto implica una revisión de la construcción de los conceptos de comunidades de aprendizaje, práctica, práctica virtual, zona de desarrollo próximo en la práctica pedagógica, las relaciones en los ambientes virtuales de aprendizaje y las competencias docentes en el uso de las TIC.
Abstract The implementation of teacher training pathways aiming at the qualifica tion, design, and application of digital educational resources are necessary and priority so that institutions move towards the required cultural transformation in the teaching and learning processes with ICT support. This involves a review of the construction of the concept of communities of learning, communities of practice, virtual practice, zone of proximal development in pedagogical practice, relationships in virtual learning environments, and educational expertise in the use of ICT.