FR01-20 HOME GROWN: THE DEVELOPMENT AND STRUCTURE OF UROLOGICAL TRAINING IN THE CARIBBEAN
Bibliographic record
Abstract
You have accessJournal of UrologyHistory of Urology Forum I (FR01)1 Apr 2020FR01-20 HOME GROWN: THE DEVELOPMENT AND STRUCTURE OF UROLOGICAL TRAINING IN THE CARIBBEAN Satyendra Persaud*, Belinda Morrison, William AIken, Lawson Douglas, and Lester Goetz Satyendra Persaud*Satyendra Persaud* More articles by this author , Belinda MorrisonBelinda Morrison More articles by this author , William AIkenWilliam AIken More articles by this author , Lawson DouglasLawson Douglas More articles by this author , and Lester GoetzLester Goetz More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000000850.020AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Most of the Urologists in the English-speaking Caribbean are graduates of the local training program. Despite the tremendous impact of this training program regionally, there is a lack of awareness of its existence among the wider urological community. This article reviews the history, development and structure of urological training in the English-speaking Caribbean. METHODS: A review of the history and current status of training was documented RESULTS: The University of the West Indies was founded in 1948 with the first campus located in Mona, Jamaica . Surgical training commenced in 1972 at the Mona Campus in Jamaica and was established by Professors Harry Annamunthodo and Errol Walrond. The development of Urology training at UWI in Jamaica followed that of General Surgery. Some years later, training commenced in Trinidad and Tobago mirroring its evolution in Jamaica. Development of urology training The development of urology training in Jamaica was the brainchild of Dr. Lawson Douglas and was borne out of necessity as the high patient to provider ratio in the 1970s was untenable. Several trainees were sent to Canada but only one returned, the rest being lured by lucrative opportunities abroad. Dr Douglas developed a Diploma, a Masters, and then the Doctor in Medicine as it is today. Similar issues led Dr Lester Goetz to develop a training program in Trinidad and Tobago in 2006. The majority of the urologists servicing these two islands are graduates of this local training program. Structure of urology Training. The Doctor of Medicine Program in Urology is divided into two parts – “Part One” consists of core surgical rotations whereas “Part Two” is dedicated urological training. During Part One, residents complete basic surgical rotations. Following successful completion of core training, trainees then complete four years of urological training inclusive of a one or two-year overseas elective period. They are also expected to compile either a casebook of twenty case reports with accompanying commentaries, or ten case reports along with a research project. Following acceptance of the casebook by the university, trainees then sit an exit examination again consisting of written and oral components. Residents are strongly encouraged to participate in research and from 2014 residents undertake the AUA In-Service Examination on a yearly basis. CONCLUSIONS: Since its inception, the Doctor of Medicine in Urology, offered by The University of the West Indies has provided the Caribbean region with the majority of its urologists. Training is structured into parts with exit dependent upon successful completion of an examination. Most have remained in the islands in which they trained. Source of Funding: none © 2020 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 203Issue Supplement 4April 2020Page: e291-e291 Advertisement Copyright & Permissions© 2020 by American Urological Association Education and Research, Inc.MetricsAuthor Information Satyendra Persaud* More articles by this author Belinda Morrison More articles by this author William AIken More articles by this author Lawson Douglas More articles by this author Lester Goetz More articles by this author Expand All Advertisement PDF downloadLoading ...
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.032 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".