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During the congress, E-Posters will be accessible to all participants on the congress website 24/7, as well as in the E-poster stations in the congress center.
Preparing your E-Poster
Please review the E-Poster format requirements carefully when preparing your E-Poster. Should your E-Poster not meet the mentioned requirements, it may not be displayed as described above.
E-Poster Submission Deadline
Please prepare and upload your E-Poster no later than March 14, 2026 11.59PM CET. After this date, you will no longer be able to prepare and upload your E-poster and it will not be displayed and accessible on the congress website.
Please follow the instructions below to input your abstract title.
Abstract titles should be brief and reflect the content of the abstract.
With the implementation of the new board certification system in Japan, the enhancement of competencies and technical skills of nephrology specialists, as well as the structure of their education, has become a pressing issue. Renal biopsy is listed by the academic society as a core procedure that board-certified nephrologists are expected to master; however, the detailed procedural techniques and teaching methods have not been clearly defined and are left to the discretion of individual institutions. During the revision of our institutional training curriculum, we introduced Direct Observation of Procedural Skills (DOPS) as a framework for renal biopsy instruction and developed a dedicated evaluation form for practical use.
The subject of evaluation was a single nephrology resident undergoing specialist training. A renal biopsy-specific evaluation form was created based on the DOPS format. Completion of training was defined as achieving satisfactory performance across all evaluation items and performing at least 10 renal biopsies under supervision. Since renal biopsies at our institution are performed by two operators, both the ultrasound-holding operator and the puncture operator were evaluated.
A total of 29 procedures were performed, with evaluation and feedback provided after each. The trainee acted as the ultrasound operator in 12 cases and as the puncture operator in 19 cases, successfully completing 10 and 15 procedures, respectively. Based on these results, the trainee was judged to have completed the training requirements.
Clarifying the evaluation points and providing structured feedback contributed to raising the instructional quality of procedural training. From the learner’s perspective, receiving evaluations while identifying subsequent challenges facilitated constructive and positive feedback, supporting skill acquisition in renal biopsy.
