Challenges in Learning Urological Propaedeutics
DOI:
https://doi.org/10.71248/5pa9x007Keywords:
Competency-Based Education, Premedical Education, UrologyAbstract
This qualitative study, employing thematic analysis of eighth-semester medical students' experiential reports, aimed to identify key challenges in learning urological propaedeutics. Thematic analysis of three reports revealed three convergent themes: integration of theory and practice, the importance of semiology, and challenges in physician-patient interaction. Divergent themes included a focus on specific technologies and detailed case presentations. Vygotsky’s sociocultural theory facilitated the analysis of facilitators (faculty supervision, peer interaction, technological resources) and barriers (lack of mediation, limited resources, passive learning). The study concludes that optimizing learning requires pedagogical strategies promoting the integration of theory and practice, active and collaborative learning, effective use of technology, and enhanced physician-patient communication to overcome identified barriers.
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