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Developer learning path for clinical problem solving skills in students studying Urology. I

Abstract:

Introduction: The clinical problem solving skill learning path has not been well-defined in medical education due to the variety of existing conceptions. Objective: To propose a methodology to contribute to establishing a developer learning path for clinical problem solving skills in the students studying the Urology subject. Method: A study was carried out during the Urology course of the Sancti Spiritus's Medical Sciences University in the academic year 2014-2015, by designing and validating a methodology focused on a developer teaching-learning clinical situation (DTLCS) to contribute to the transition from clinical problems to teaching problems. Starting from an initial pedagogical diagnosis, the DTLCS establishes the teaching-learning process components relationship system, taking, as a way, a general heuristic procedure with the path of the clinical problem solving skills and its system of logical steps. Results: The proposed methodology was validated by the criterion of experts, who were selected based on their coefficient of competence. For the validation, the experts were offered the variables to be taken into account along with the corresponding scale, graded into very adequate (VA), adequate enough (AE), adequate (A), low adequate (LA), inadequate (I). The experts agreed on the relevance of the methodology to achieve its aim. Conclusions: The pertinence of the proposed methodology was valid for its experimental application in the teaching-learning process of the Urology subject according to the criterion of the experts.