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Introduction   Transurethral catheterization (TUC) is a common hospital procedure. According to the literature, junior doctors contribute to the majority of TUC-related injuries. Our aim is to evaluate the immediate and long-term impact of a short procedure-centric TUC workshop on junior doctor's confidence, procedural knowledge, and ability to identify potential complications of catheterization.Materials and Methods   Intern doctors were invited to attend a one-hour workshop on TUC. A questionnaire was completed before and after the workshop. Three months later, the questionnaire was readministered to assess the workshop's long-term impact. The questionnaire consisted of three domains. A: experience, training, and confidence levels (using 5-point Likert scales), B: procedural knowledge (the highest possible score was 10 points), and C: identification of TUC-related complications (the highest possible score was 3 points).Results   81 interns participated and reported a confidence level of 3.03 ± 1.05 in performing a straightforward TUC. Preworkshop domain B and domain C were 3.92 ± 1.63 and 1.75 ± 0.69 points, respectively. After the workshop, reported confidence levels improved to 3.71 + 1.02 ( p  < 0.05). Likewise, the scores in domains B and C increased significantly to 8.85 ± 1.40 ( p  < 0.005) and 2.65 ± 0.6 ( p  < 0.005), respectively. Three months later, the same parameters were evaluated, and confidence levels were higher than those of the preworkshop levels at 3.83 ± 0.77 ( p  < 0.05). The average domain B score was 7.85 ± 1.88 ( p  < 0.005), and domain C score was 2.69 ± 0.53 ( p  < 0.005). All scores reported after three months were significantly better than the preworkshop levels ( p  < 0.005), but there were no statistically significant differences when compared to the immediate postworkshop scores ( p  > 0.05).Conclusion   Short peer-led TUC workshops positively impact intern doctors' confidence levels, procedural knowledge, and identifying complications.

Transurethral Catheterization in Early Training: The Impact of Peer-Led Mentorship