title: New Media for Educating Urology Residents: An Interview Study in Canada and Germany.
abstract: OBJECTIVE
  To investigate the usage and perceived usefulness of new media for educating urology residents in Canada and Germany.
  
  
  METHODS
  We designed an 11-item online survey to assess the use and perceived usefulness of new media for education. We performed a comparative analysis.
  
  
  METHODS
  The survey was distributed via e-mail to 143 Canadian and 721 German urology residents.
  
  
  METHODS
  The survey included 58 urology residents from Canada and 170 from Germany.
  
  
  RESULTS
  A total of 58 residents from Canada (41% response rate) and 170 from Germany (24% response rate) responded to this survey. Residents spent 45% of their education time on new media. The Internet was used by 91% (n = 208) of the residents for professional education purposes, with a median time of 270 minutes (interquartile range [IQR]: 114-540) per month. Apps were used by 54% (n = 118) of the residents, with a median time of 101 minutes (IQR: 45-293) per month. A total of 23% (n = 47) of the residents used social media (SoMe) for education, with a median time of 90 minutes (IQR: 53-80) per month. In all, 100% (n = 228) rated the Internet, 76% (n = 173) apps, and 43% (n = 97) SoMe as being useful for professional education purposes. A total of 90% (n = 205) watched medical videos for education, and 89% (n = 203) of these videos were on surgical procedures. Canadian urology residents used more new media sources for professional education than did the Germans (58% vs. 41%, p < 0.001). The time spent for education on new media was higher among Canadian residents for the Internet (p < 0.001), apps (p < 0.001), and SoMe (p = 0.033). Canadian residents reported more privacy concerns (p < 0.001).
  
  
  CONCLUSIONS
  New media play a dominant role in the education of urology residents. The primary source for personal education in urology is the Internet. Future studies and technological developments should investigate and improve new media tools to optimize education during residency.
authors.affiliation: Department of Urology, University Hospital Cologne, Cologne, Germany.
authors.forename: Johannes
authors.initials: J
authors.lastname: Salem
authors.affiliation: Department of Urology, University Hospital Mainz, Mainz, Germany.
authors.forename: Hendrik
authors.initials: H
authors.lastname: Borgmann
authors.affiliation: Department of Urology, Vancouver General Hospital/University of British Columbia, Vancouver, British Columbia, Canada.
authors.forename: Andrew
authors.initials: A
authors.lastname: MacNeily
authors.affiliation: Department of Urology, University Hospital Mainz, Mainz, Germany.
authors.forename: Katharina
authors.initials: K
authors.lastname: Boehm
authors.affiliation: Department of Urology, University Hospital Göttingen, Göttingen, Germany.
authors.forename: Marianne
authors.initials: M
authors.lastname: Schmid
authors.affiliation: Department of Urology, TU Dresden, Dresden, Germany.
authors.forename: Christer
authors.initials: C
authors.lastname: Groeben
authors.affiliation: Department of Urology, TU Dresden, Dresden, Germany.
authors.forename: Martin
authors.initials: M
authors.lastname: Baunacke
authors.affiliation: Department of Urology, TU Dresden, Dresden, Germany. Electronic address: johannes.huber@uniklinikum-dresden.de.
authors.forename: Johannes
authors.initials: J
authors.lastname: Huber
mesh_terms: D002170:Canada; D002983:Clinical Competence; D003430:Cross-Sectional Studies; D020375:Education, Distance / Q000379:methods / Q000639:trends; D004503:Education, Medical, Graduate / Q000379:methods*; D005260:Female; D005544:Forecasting; D005858:Germany; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D007407:Interviews as Topic; D008297:Male; D061108:Social Media / Q000706:statistics & numerical data*; D014572:Urology / Q000193:education*
keywords: Internet; Medical Knowledge; Practice-Based Learning and Improvement; apps; education; new media; social media; urology