JCU - Abstracts of the BAUS 2018 Scientific Meeting - June 2018 - 24

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Materials and Methods: Survey invitations were sent
to UK MDT members. It comprised questions about the
importance of 13 areas, and the extent of implementation.
Answers were provided on a six-point scale (1 = not
important / never done; 6 = extremely important / always
done). Data provided by urology MDT members were
examined according to professional group and compared
to responses from the other most prevalent cancers:
breast, lung and colorectal.
Results: In total, 1759/2304 respondents completed the
quantitative questions and were included for analyses,
including 197 from urology MDT members. Urology
MDTs rated the following as being important but not well
implemented currently: prioritisation of complex patients,
auditing of MDT decisions and having sufficient preparation time allocated within job plans (mean Likert scores
for importance were 4.0, 4.7 and 5.4, and implementation
were 2.8, 3.2 and 3.1, respectively). Different professional
groups within the urology MDTs showed similar agreement on all questions. There was excellent concordance
between urology and the other major tumour types for all
factors considered.
Conclusions: Current practices within urology MDTs
are similar to those of the other major cancers in the UK.
Key areas for modernisation include how best to identify
and prioritise complex cases, improve auditing of decisions, and ensuring adequate preparation time for MDT
members.
P2-6 Urology low fidelity simulation teaching
- clinically observed medical education
training (COMET)

P2-6: Figure 1

Journal of Clinical Urology 11(1S)
Megson M1, Singh S
1George Eliot Hospital, Nuneaton, United Kingdom

Introduction: COMET is a four station, case based
OSCE based simulation training on a patient journey in
hospital. It is a programme devised to deliver and formatively assess clinical skills and confidence levels on a case
basis with an innovative approach. This project evaluates
one hospitals experience of the use of simulation-based
teaching in the medical undergraduate curriculum in the
context of management of acutely unwell Urological
patients, using a low fidelity simulator.
Method: The COMET comprises of 4 stations which may
be either theory or practical. Each station lasts for 15 minutes, with 10 minutes for the student to fulfil the practical
element and 5 minutes for station specific discussion /
feedback.There is a pre session MCQs & confidence form,
which the candidates repeat after the stations, then have
an educational personalised debrief.
Results: All of the student improved their MCQ questionnaires, all gaining full marks on the post-COMET
MCQ, showing they had learnt the desired material.
Though their confidence questionnaires showed the true
value of this method, as all were increased, however some
as much as 300%.
Discussion: This COMET assessed the students in many
areas including; an acutely ill urological patient, uroradiology,
ABCDE assessment, sepsis, prescription and catheterisation.
This training shows that urological training can be taught to
undergraduate medical students using COMET to not only
improve knowledge but also improve confidence in the candidates, in many aspects of the urological curriculum.

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