Abstract / Summary
The modernization of medical education requires the introduction of innovative pedagogical approaches that strengthen students' clinical reasoning, practical competence, and professional decision-making. Urology is a clinical discipline in which theoretical knowledge must be closely integrated with diagnostic and procedural skills. This thesis examines the potential of clinical case-based simulation and competency-oriented education in improving the quality of urology teaching. A narrative analysis of scientific literature on simulation-based learning, clinical reasoning, and medical education was conducted. Particular attention was given to the application of simulated clinical scenarios involving urinary retention, renal colic, hematuria, and urinary tract infections. The analysis suggests that structured clinical simulations, combined with objective assessment and timely feedback, can provide a more interactive educational environment and facilitate the development of practical competencies. The proposed methodological approach emphasizes gradual progression from theoretical knowledge to simulated clinical decision-making and supervised patient care.