Development and Improvement of the Ability of Young Urologists for the Basic Teaching Skills Competition through a 'Three-Stage and Three-Level' Progressive Preparation Strategy.

Abstract

Background: This study aims to explore the development and improvement of the ability of young urologists for the basic teaching skills competition through a 'three-stage and three-level' (three-stage: The preclass stage, the class stage and the postclass stage; Three-level: Establishing rules, distinctive features and improvement) progressive preparation strategy.

Methods: Lecture videos from our researcher and six young urologists were selected. The videos before and after the 'three-stage and three-level' progressive preparation strategy was implemented were submitted to expert judges and students for scoring, and the course scores (100 points) including lesson plan evaluation (30 points), expert judge evaluation (45 points), student judge evaluation (20 points) and teaching reflection evaluation (5 points) were compared. A scoring scale was used to evaluate the professional identity and occupational burnout of young urologists before and after the strategy was adopted.

Results: After the 'three-stage and three-level' progressive preparation strategy was implemented, the course scores of the researcher and other urologists were significantly higher than the preimplementation scores (p < 0.001). In addition, the professional identity scores of young urologists were significantly higher than those before implementation (p < 0.01). Amongst young urologists, the scores of emotional exhaustion, depersonalisation and personal achievement after implementation were statistically different (p < 0.05) from those before implementation.

Conclusions: A 'three-stage and three-level' progressive preparation strategy can significantly improve the ability of young urologists for the basic teaching skills competition, enhance their professional identity and significantly alleviate occupational burnout.