El aprendizaje basado en problemas en la enseñanza de la urología. Modelo de la Facultad de Medicina de la Universidad de Castilla-La Mancha
Open accessAbstract
Ongoing changes in the social, economic, technological and scientific realms have generated new needs and led various organizations to suggest that educational institutions should reorient their educational strategies toward developing effective professionals with the skills to meet these needs. These "modern" strategies include problem-based learning, in which the student seeks and selects information, analyzes the data obtained, integrates both prior and newly acquired knowledge, and, finally, offers diagnostic and therapeutic options to resolve the problem posed, as would occur in professional practice. With this approach, prior skills and practical experience form the foundation of learning. Problem-based learning incorporates some aspects of cognitive psychology, a model that mainly centers on the nature of the knowledge structures found in active memory, the processes involved in information storage and retrieval and the various factors that activate these processes. At the Faculty of Medicine of the Universidad de Castilla-La Mancha, urology is part of a core subject (Medical and Surgical Pathology II) taught in the fifth year of coursework together with nephrology. Each course includes approximately 75 students, divided into five groups. The rotation lasts six weeks, with students spending a mean of two hours a day on theory (nephrology and/or urology) and the remaining time on rotations in the various activities: three weeks in nephrology and three weeks in urology. Upon completion of the rotation, the students write a combined theoretical examination with 100 multiple-choice questions (50 on urology) and take a practical skills examination. At the end of the course, another practical test consisting of an objective, structured clinical examination is taken, in which standard patients are used and the professor directly assesses the level of skills acquired with a "real" case.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
PBL methodology is complex to plan and structure, needs a large number of human and material resources, and requires an immense teacher effort.
“recognizing that PBL methodology is complex to plan and structure, needs a large number of human and material resources, requiring an immense teacher effort [28, 31, 94, 127–133].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [133]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Mind's New Science: A History of Cognitive Revolution
Gardner, H. (1985) · Virtual Defense Library (Ministerio de Defensa) · Cited by 2,022 · see citing works
Effectiveness of Problem-based Learning Curricula: Research and Theory
Colliver, J. A. (2000) · Academic Medicine · doi:10.1097/00001888-200003000-00017 · Cited by 917 · see citing works
Foundations of problem‐based learning: some explanatory notes
Schmidt, H. G. (1993) · Medical Education · doi:10.1111/j.1365-2923.1993.tb00296.x · Cited by 765 · see citing works
A problem in medical education: is there an information overload?
Anderson, J., & Graham, A. (1980) · Medical Education · doi:10.1111/j.1365-2923.1980.tb02604.x · Cited by 75 · see citing works
Chastonay, P., Guilbert, J.-J., & Rougemont, A. C. (1991) · Medical Education · doi:10.1111/j.1365-2923.1991.tb00088.x · Cited by 9 · see citing works
Sibert, L., Grand’Maison, P., Charlin, B., & Grise, P. (1997) · PubMed · Cited by 9 · see citing works
Sibert, Grand'maison, Charlin, & Grisé (1997) · Cited by 5 · see citing works
Flagged first, then by citations
3 of the 10 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473 · see citing works
Simulators help improve student confidence to acquire skills in urology
Rodríguez-Díez, M. C., Díez, N., Merino, I., Velis, J. M., Tienza, A., & Robles, J. E. (2014) · Actas Urológicas Españolas (English Edition) · doi:10.1016/j.acuroe.2014.02.013 · Cited by 19 · see citing works
La simulación mejora la confianza de los estudiantes para adquirir competencias en urología
Rodríguez-Díez, M. C., Díez, N., Merino, I., Velis, J. M., Tienza, A., & Robles, J. E. (2013) · Actas Urológicas Españolas · doi:10.1016/j.acuro.2013.10.007 · Cited by 13 · see citing works
Rubio‐Briones, J., Iborra, I., Trassierra, M., Collado, A., Casanova, J., Gomez-Ferrer, A., Ricós, J. V., Monrós, J. L., Dumont, R., & Solsona, E. (2010) · Actas Urológicas Españolas · doi:10.1016/j.acuro.2010.03.029 · Cited by 9 · see citing works
Vela‐Navarrete, R., Carballido, J., Enguita, C. G., Gómez, C. O., & de Betancourt, F. R. (2015) · Actas Urológicas Españolas · doi:10.1016/j.acuro.2015.01.002 · Cited by 8 · see citing works
Fernández-Jiménez, C., Fernández, M. T., & Polo, T. (2014) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 5 · see citing works
Rubio‐Briones, J., Iborra, I., Trassierra, M., Collado, A., Casanova, J., Gomez-Ferrer, A., Ricós, J. V., Monrós, J. L., Dumont, R., & Solsona, E. (2010) · Actas Urológicas Españolas (English Edition) · doi:10.1016/s2173-5786(10)70149-9 · Cited by 5 · see citing works
Evaluación del aprendizaje en la educación médica
(2012) · Revista de la Facultad de Medicina (México) · Cited by 5 · see citing works
Qué se puede aprender de la literatura sobre el aprendizaje basado en problemas
Gorbaneff, Y. (2009) · Revista Facultad de Ciencias Económicas · doi:10.18359/rfce.2001 · Cited by 4 · see citing works
Vela‐Navarrete, R., Carballido, J., Enguita, C. G., Gómez, C. O., & de Betancourt, F. R. (2015) · Actas Urológicas Españolas (English Edition) · doi:10.1016/j.acuroe.2015.06.001 · Cited by 3 · see citing works
Problem-based learning in medical degree teaching: a scoping reviewPreprint
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2021) · Research Square · doi:10.21203/rs.3.rs-514038/v1 · Cited by 3 · see citing works
Aprendiendo a aprender. Reflexiones de los profesores sobre el ABP
Villanueva, P. G., Ruíz-Ruíz, B., Ramírez, N. L. M., García-Mateos, M., Navia, B. N., Conde, R. D.-M., Navarro, E. M. S., & Suárez, M. D. P. C. (2015) · Cited by 1 · see citing works
- Authors
- Salinas Sánchez, A. S., Hernández Millán, I., Virseda Rodríguez, J. A., Segura Martín, M., Lorenzo Romero, J. G., Giménez Bachs, J. M., Donate Moreno, M. J., Ruiz Mondéjar, R., Cañamares Pabolaza, L., Polo Ruiz, L., Pastor Guzmán, J. M., Martínez Córcoles, B., & Martínez Martín, M.
- Venue
- Actas Urológicas Españolas
- Publisher
- Elsevier BV
- Published
- 2005-01
- Volume
- 29
- Issue
- 1
- Pages
- 8-15
- ISSN
- 0210-4806 (ISSN-L)
- OpenAlex
- W2083597255
- Cited by
- 12
- References
- 10
- Citations by year
- 2022: 1 · 2021: 1 · 2015: 3 · 2014: 2 · 2013: 1 · 2012: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- es
- Open access
- green
- scielo.isciii.es
- Licence
- Locations
- Actas Urológicas Españolas (publishedVersion)
- PubMed (publishedVersion)
- Hispana (submittedVersion, cc-by-nc)
- RUIdeRA - Institutional University Repository (University of Castilla-La Mancha) (submittedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
- Keywords
- problem-based learning, urology education, medical education, nephrology, clinical skills assessment, OSCE, standardized patients, cognitive psychology, prior knowledge, curriculum development, medical students, competency-based education, self-directed learning
- MeSH terms
- Academic Medical Centers, Faculty, Medical, Humans, Internship and Residency, Schools, Medical, Spain, Urology, Problem-Based Learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
