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Background <p>Teaching postoperative follow-up for renal cell carcinoma (RCC) is challenging during brief urology rotations. We evaluated a structured module based on a simplified risk model (IMDB: venous invasion, tumor size ≥ 7&#xa0;cm, systemic symptoms, renal sinus fat invasion) to improve residents’ knowledge and clinical decision-making.</p> Methods <p>Forty residents who completed the 8–10&#xa0;h module (2022–2025) were enrolled in this retrospective pre-post study. The module used a Postoperative Health Management Passport integrating lectures, simulations, outpatient practice, and debriefing. Knowledge was assessed by validated questionnaire (pre/post). Decision-making was scored on follow-up card assignments (0–15).</p> <p>Satisfaction was measured by 5-point Likert scale.</p> Results <p>Knowledge scores increased from 65.75 ± 5.13 to 90.88 ± 4.92 (mean gain 25.13 ± 4.00; t = 39.71, <i>P</i> &lt; 0.0001). Decision-making scores: IMDB accuracy 4.52 ± 0.64, plan rationality 4.19 ± 0.65, patient education 3.93 ± 0.81. Inter-rater reliability was excellent (ICC = 0.97), pass rate 92.5% (37/40).</p> <p>Satisfaction was 96.1%; 100% would recommend the module. Knowledge gain did not correlate with decision-making scores (all <i>r</i> ≤ 0.07, <i>P</i> &gt; 0.05). Second-year residents improved most (27.00 ± 4.14 points, F = 4.307, <i>P</i> = 0.0208).</p> Conclusions <p>The IMDB-based module effectively enhanced residents’ knowledge and decision-making. However, because the decision-making assessment showed near-ceiling performance, the absence of a significant correlation between knowledge gain and decision-making scores should be interpreted with caution; a more sensitive assessment instrument is needed to meaningfully examine this relationship in future studies. The “learn-practice-reflect” framework offers a reproducible model for integrating clinical tools into residency training.</p>

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A structured teaching module for postoperative follow-up in urology residency training: development and evaluation of an IMDB-based educational tool

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月23日

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  • Xin Sun,
  • Qirui Zhou,
  • Weiwei Qian,
  • Hao Geng,
  • Dengdian Wang,
  • Jiaxing Ma,
  • Tao Zhang

摘要

Background

Teaching postoperative follow-up for renal cell carcinoma (RCC) is challenging during brief urology rotations. We evaluated a structured module based on a simplified risk model (IMDB: venous invasion, tumor size ≥ 7 cm, systemic symptoms, renal sinus fat invasion) to improve residents’ knowledge and clinical decision-making.

Methods

Forty residents who completed the 8–10 h module (2022–2025) were enrolled in this retrospective pre-post study. The module used a Postoperative Health Management Passport integrating lectures, simulations, outpatient practice, and debriefing. Knowledge was assessed by validated questionnaire (pre/post). Decision-making was scored on follow-up card assignments (0–15).

Satisfaction was measured by 5-point Likert scale.

Results

Knowledge scores increased from 65.75 ± 5.13 to 90.88 ± 4.92 (mean gain 25.13 ± 4.00; t = 39.71, P < 0.0001). Decision-making scores: IMDB accuracy 4.52 ± 0.64, plan rationality 4.19 ± 0.65, patient education 3.93 ± 0.81. Inter-rater reliability was excellent (ICC = 0.97), pass rate 92.5% (37/40).

Satisfaction was 96.1%; 100% would recommend the module. Knowledge gain did not correlate with decision-making scores (all r ≤ 0.07, P > 0.05). Second-year residents improved most (27.00 ± 4.14 points, F = 4.307, P = 0.0208).

Conclusions

The IMDB-based module effectively enhanced residents’ knowledge and decision-making. However, because the decision-making assessment showed near-ceiling performance, the absence of a significant correlation between knowledge gain and decision-making scores should be interpreted with caution; a more sensitive assessment instrument is needed to meaningfully examine this relationship in future studies. The “learn-practice-reflect” framework offers a reproducible model for integrating clinical tools into residency training.