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Abstrakt

B a c k g r o u n d: The digital rectal examination (DRE) is a part of the standard physical examination and a useful diagnostic tool for detecting various lower gastrointestinal tract abnormalities. However nowadays it has been observed that medical students might not be properly prepared for performing and interpreting of DRE. The purpose of the study was to evaluate the knowledge and experience of Polish medical students about DRE. Ma t e r i a l a n d M e t h o d s: A prospective study was carried out using a questionnaire accessible via internet platform. The survey consisted of 12 questions and considered experience as well as practical and theoretical knowledge about DRE. 976 responses from nine Polish medical universities were included in the study. R e s u l t s: 38.68% of students have never performed DRE with “lack of opportunity during courses” (71.09%) as the most common reason. Among responders who performed this examination only 12.72% had done it more than two times. Usefulness of DRE was mostly assessed as high and very high (55.63%). Students in the self-assessment part indicated low and very low (18.72% and 39.61%) technical abilities and also low (25.34%) interpretation skills. C on c l u s i o n: The knowledge of Polish medical students about DRE is insuffi cient. Medical universities should pay particular attention to this fi eld of examination to improve theoretical as well as practical skills of future doctors.
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Abstrakt

Background and objective: Urological diseases represent a signifi cant health issue worldwide. Presented study aimed at assessing current urological knowledge and confi dence in performing urological diagnostic and therapeutic procedures among medical students at Jagiellonian University Medical College in Poland and compare it on diff erent stages of the undergraduate medical education. Material and methods: We designed an anonymous survey distributed among Polish students from 1st to 6th year of medical studies, before and aft er clinical urology course. Questions concerned general urological knowledge, prostate diseases, erectile dysfunction, and self-reported practical urological skills. Results: Overall, 437 respondents participated in the survey. Mean total test score in our study groupwas 50.08%, mean general urological knowledge score was 53.44%, mean prostate diseases knowledge score was 55.43%, mean erectile dysfunction score was 36% and mean practical skills score was 45.83%. Mean total test score increased with consecutive years of studies (R = 0.58; p <0.001). Th e risk of an above average total test score was signifi cantly infl uenced by the urology course (OR = 7.95, 95%CI = 1.81–34.84, p = 0.006) and the year of medical studies (4th–6th vs. 1st–3rd) (OR = 5.16, 95%CI = 3.41–7.81, p <0.001). Practical skills score above average was signifi cantly more frequent in the group aft er the urology course (OR = 6.75, 95%CI = 1.54–29.58, p = 0.011). Conclusions: Results of this study reveal low mean scores obtained by students, even aft er completing the urology course, which implies that curriculum requires further development. Urological knowledge and self-assessed practical skills increased with years of medical education. The urology course improved the score obtained in our survey, both in terms of total test score and practical skills.
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