Introduction: The classical teaching methodology was based on passive transmission-based learning. The model has changed towards an orientation based on student-centred learning. Objective: The objective of the study has been to evaluate the students’ perception when learning about urinary tract infections, and their perspective about the teaching imparted on this pathology in the various subjects that include ITU in their syllabus. Methods: A cross-sectional analytical study of the responses to an anonymous survey entitled: “Methodology on urine infections. Teaching aspects “issued by 228 students at their fifth year of Medical School, from two promotions. They referred to the following subjects: Pharmacy, Pathophisiology, Gynecology and Obstetrics, Infectious diseases, Microbiology, Nephrology, Pediatrics and Urology. Results: The following variables have been analysed: teaching content, teaching basic aspects of the disease, consideration of teaching methodology and improvement suggestions. Descriptive and inferential statistics were used. Conclusion: The study has concluded that teaching urinary tract infection is perceived in specific subjects related to microorganism (Microbiology), the target organ (Infectious diseases, Urology), affected patients (Pediatrics, Gynecology and Obstetrics) rather than transversal subjects such as Pathophysiology or Pharmacy. The teaching methodology has been considered appropriate by more than 50% of the students in five from the 8 subjects that teach the concept of urinary tract infection. The students suggest convenient changes in current teaching methodology in several subjects that impart the urinary tract infection concept.
|Translated title of the contribution||Research of the impact of urinary infection teaching methods on the learning process|
|Number of pages||10|
|Journal||Actas Urologicas Espanolas|
|State||Published - Jul 1 2019|
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