Introduction
Office urology practice forms a significant portion of any urological program. Medical schools’ curricula may contain exposure to hospital surgical operating room but little of office practice procedures. As more procedures become office-based, learner’s preparation in techniques and competency is imperative. Between May 25, 2022, and September 30, 2022, a module was developed and implemented for an office urology practice curriculum based on Kolb’s experiential learning model for possible adaption to a training program.
Method
The module was developed based on literature review and needs assessment. Volunteer learners were recruited. Consent to participate and confidentiality agreement were obtained. Various conditions of the lower urinary tract were categorized; subjects identified and consented. Participants were scheduled to a learning experience and cycle through multiple times The cycle of experience as follows: concrete experience-observation by learner of direct care by faculty; reflective observation-faculty-facilitated reflection, learning contracts, and feedback; abstract conceptualization: discuss other diagnosis and management strategies based on experience; and active experimentation/hands-on practice with real patient scenarios. Feedback from volunteer learners and patient participants was obtained orally and/or online.
Results
There were 4 volunteer learner participants (two undergrad university and 2 nurses). Patient encounter scenarios were BPH, hematuria, incontinence, dysuria, nocturia, and overactive bladder. Learning experience included: performing and interpreting uroflows, ultrasound, and digital rectal exams; obtaining consent and informed consent process; IPSS and urinary diary. This process provided guidance to learners to acquire skills useful for future career and for building faculty-learner relationships. Learners were given the opportunity to make their choices and faculty encouraged them to create their learning objectives, identify resources, and devise strategies to achieve their learning objectives. Limitations included the fact that this was a pilot program, with few participants, as well as potential faculty bias and limited ultrasound use.
Conclusions
Kolb’s experiential learning theory, despite limitations, is useful for a learner module in office urology curriculum. It is recommended for trial in both well-established and newer urology programs.

