Abstract / Summary
The integration of innovative educational technologies into medical education has become an essential component of improving the quality of professional training. Urology requires students to acquire theoretical knowledge, clinical reasoning abilities, and practical procedural skills. Traditional teaching methods may not always provide sufficient opportunities for repeated practice and objective assessment. This thesis examines the educational significance of interactive simulation, digital learning platforms, and competency-based assessment in undergraduate urology education. Particular attention is given to urinary catheterization training, virtual clinical scenarios, and structured practical examinations. Based on a narrative analysis of published scientific literature, an integrated teaching model is proposed that combines theoretical preparation, simulation-based exercises, formative feedback, and supervised clinical practice. The proposed approach may improve the organization of practical training, support independent learning, and promote patient safety.