Data of "Developing an EPAs-Based Integrated Spiral Curriculum for Undergraduate Urology Education: A Delphi Study and Design"

Introduction: The global paradigm shift toward Competency-Based Medical Education (CBME), coupled with China’s strategic "New Medical Science" reform, mandates innovative undergraduate curricula capable of fostering future clinician-scientists. Traditional urology training often remains fragmented, failing to effectively synthesize clinical proficiency with scientific inquiry. This study aimed to address this gap by developing an Entrustable Professional Activity (EPA)-based integrated spiral curriculum for undergraduate urology education.Methods: A two-phase sequential design was implemented. First, a modified three-round Delphi process was conducted with a purposively sampled national panel of 102 experts spanning urology, medical education, and basic sciences. Second, leveraging the consensus-derived EPA framework, an integrated spiral curriculum was developed based on the principles of constructive alignment and spiral progression to map competency acquisition throughout the undergraduate trajectory.Results: High consensus was reached on a framework comprising 10 core urology EPAs: seven Clinical EPAs (C1–C7), ranging from history-taking to complex communication, and three Research EPAs (R1–R3), encompassing critical appraisal, active research involvement, and proposal development. The resulting curriculum operationalizes these EPAs across three iterative phases: foundational knowledge and simulation (Years 1–2), guided clinical integration (Years 3–4), and supervised practice aimed at entrustment (Year 5), ensuring the progressive maturation of integrated competencies.Discussion: This study establishes a validated EPA framework and a corresponding integrated spiral curriculum for undergraduate urology. By providing a concrete, competency-based model to cultivate clinician-scientists, this blueprint directly aligns with the "New Medical Science" mandate. It offers a structured approach to bridging the clinical-research divide and serves as a scalable reference for curricular innovation across other medical specialties in research-intensive settings.