Overview of modern methods and principles of teaching urology in higher medical educational institutions

Abstract

Training of specialists in the field of urology in higher medical educational institutions is becoming increasingly important in the context of intensive development of medical technologies, changing paradigms of medical care provision and increasing requirements for the quality of practical training of graduates. Urology, as a specialty, covers a wide range of pathologies and clinical situations that require the doctor not only thorough theoretical knowledge, but also a high level of practical skills, clinical thinking and the ability to make decisions in difficult conditions. This necessitates the renewal of traditional educational approaches and the introduction of innovative teaching methods that meet modern challenges and needs of the healthcare system. The purpose of this article is to conduct a comprehensive analysis of modern methods and principles of teaching urology in higher medical educational institutions, as well as to formulate practical recommendations for improving the educational process. As a result of the review, it was found that the most effective approaches to teaching urology are integrated education models that combine classical lecture-seminar classes with elements of problem-based learning, case methods, the use of medical simulators and clinical training. The implementation of simulation training deserves special attention, which allows you to safely practice the skills of minimally invasive interventions, catheterization, and interpretation of imaging data. Formats based on virtual and augmented reality, which allow you to model clinical situations with high accuracy, were also recognized as effective. The guiding principles of modern urology teaching are student-centeredness, interactivity, interdisciplinary nature, continuity of learning and result orientation. In addition, the formation of clinical thinking based on practical experience acquired in a clinical setting under the guidance of teachers and supervising physicians remains an important aspect. The authors of the article propose to introduce a comprehensive learning platform into the educational process, which will combine access to structured digital resources, simulation scenarios and virtual patients. This approach will allow to unify and standardize training, increase student motivation and the quality of knowledge acquisition. It is also recommended to increase the emphasis on the formation of clinical competencies from the first years, to use feedback tools and an objective structured clinical examination (OSCE) to assess practical skills. Thus, improving the methods of teaching urology in accordance with modern educational trends is a necessary condition for the training of highly qualified doctors who are able to work effectively in a multidisciplinary environment and meet the needs of modern medical practice.