Problem-oriented learning in urology

Background and purpose: In many medical curricula around the world, problem -oriented learning (PoL), i.e. inductive, usually interdisciplinary learnin g based on real or constructed cases, has been shown to improve the acquisi tion of knowledge, Following is a report of our initial experience applying problem-orientied learning to the field of practical training in urology. Materials and methods: Tutors trained in this method applied this form of i nstruction to two "paper cases". Using a standardized analysis, the tutors worked through the eight steps called for in this method: present the case, define the problem, form and check hypotheses, reflect on possible explana tion models, formulate learning goals, work out these goals in individual s tudy, then discuss them with the group. and, finally, come up with a unifor m design for the tutorial. Results: Evaluation by the students at the end of the course revealed that PoL was well-accepted in urology. The students rated their learning success , relevance of the subject and ability to transfer the acquired knowledge i nto medical practice as above average. The students were in general very sa tisfied with this form of instruction. The only criticism was that, with on ly two meetings during the semester, the Pot method as tested was barely ab le to make a dent in the mass of material required in the field of urology. Conclusion: Because of the overwhelming enthusiasm shown by the students fo r this method, PoL should be granted a firm place in the repertoire of dida ctic methods used in urology training.