Effective medical education requires not only mastery of clinical knowledge but also the use of innovative pedagogical technologies that enhance learning outcomes. This study investigates the application of modern teaching methods in the “Urology” course, focusing on urinary tract diseases. A mixed-methods approach was used, involving 60 fourth-year medical students and 5 faculty members. Students were divided into a traditional lecture group and a technology-enhanced group, which utilized interactive simulations, problem-based learning (PBL), virtual laboratories, and digital platforms. Learning outcomes were assessed through pre- and post-tests, practical skills evaluations, clinical reasoning tasks, and student engagement surveys. Results indicated that the technology-enhanced group achieved higher theoretical knowledge scores, improved practical skills, better clinical reasoning, and greater engagement compared to the traditional group. The findings highlight the importance of integrating modern pedagogical technologies into urology education to optimize student learning, engagement, and clinical competency.

Modern pedagogical technologies; Urology education; Urinary tract diseases; Interactive learning; Problem-based learning; Virtual laboratory; Medical student engagement

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