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Abstract Objectives The study aims to describe the methodology of converting the urology boot camp for medical students into a virtual course with key take home points for a successful conversion and to present quantitative and qualitative data demonstrating the impact of the boot camp on improving delegates' knowledge and clinical acumen. Materials and methods The face‐to‐face boot camp was converted to a virtual format employing a variety of techniques including; utilizing an online platform to deliver live screened lectures, using online polling software to foster an interactive learning environment and displaying pre‐recorded videos to teach practical skills. Validated Multiple Choice Questionnaires (MCQs) were used prior to and after the course. This enabled the assessment of delegates' knowledge of urology according to the national undergraduate curriculum, and paired t tests were used to quantify the level of improvement. Thematic analysis was carried out on post‐course delegate feedback to identify highlights of the course and ways of improving future iterations. Results In total, 131 delegates took part in the pilot virtual course. Of these, 105 delegates completed the pre‐ and post‐course MCQs. There was a statistically significant improvement in the assessment following the course (p =