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Developer learning path of clinical problem solving skill in the students of the subject Urology. II

Abstract:

Introduction: In a previous study an evaluation was made of a methodology aimed at contributing to the development of a clinical problem solving learning path for students of the Urology subject. Objective: To evaluate the effectiveness of the application of the aforementioned methodology in the educational practice of the subject by conducting the experimental phase of the investigation. Method: A study of pedagogical intervention of quasi-experimental design was performed in the subject Urology of Sancti Spiritus Medical Sciences University in the academic year 2015-2016, by using a methodology focused on a clinical situation of a teaching-learning developer. Results: The measurements made on the student scores in the pedagogical test and on the levels of the functional invariants domain of the clinical problem solving ability, performed at the beginning and at the end of the experiment in the control group and experimental group, showed a favourable trend after the pedagogical intervention. The measures of central tendency of the grades showed an increase of these in the experimental group at the end of the experiment. The same tendency showed the evaluation of the functional invariants domain levels of the ability measured using a five-level qualitative scale. Conclusions: The methodology was effective in modifying the indicators of the ability to solve clinical problems, expressed in higher levels in the functional invariants domain of the execution of the skill by students.