Amsellem-Ouazana Delphine
Service d'Urologie, Hôpital Cochin, Paris, France.
Prog Urol. 2005 Jun;15(3):433-40; discussion 440.
To comply with current legislation, French medical schools organize theoretical speciality teaching for medical students in speciality poles or in global modules. The objective of this study was to assess the theoretical, practical and assessment modalities of Urology teaching based on a survey.
In January 2004, a four-part questionnaire was sent to all urology teachers in 45 French universities. These 4 parts concerned: modalities of theoretical teaching, modalities of practical teaching, assessment modalities, evaluation of teaching, each evaluated by several questions.
The response rate was 64.4% (29/45). Twelve medical schools chose teaching by speciality poles and 15 chose modular teaching. CCAs (Senior Registrars) played a greater role in modular teaching than in speciality pole teaching (75% and 53.3% of medical schools). Among the 12 medical schools with a speciality pole organization, 7 provided integrated teaching. An average of 23% of students of any one year receive Urology teaching during their training. Most medical schools conduct evaluation of theoretical (82.7%) and practical teaching (65.5%).
Speciality teaching can be performed according to a polar or modular organization. A modular organization would be theoretically more appropriate to achieve the objective of a global approach to medicine, but artificial grouping of diseases can sometimes complicate speciality teaching in a speciality as diverse as Urology.
为了遵守现行法律，法国医学院校针对医学生在专业方向或整体模块中组织理论专业教学。本研究的目的是通过一项调查来评估泌尿外科教学的理论、实践及评估方式。
2004年1月，一份包含四个部分的问卷被发送给法国45所大学的所有泌尿外科教师。这四个部分涉及：理论教学方式、实践教学方式、评估方式、教学评价，每个部分由几个问题进行评估。
回复率为64.4%（29/45）。12所医学院校选择按专业方向教学，15所选择模块式教学。专科住院医师在模块式教学中比在专业方向教学中发挥了更大的作用（分别占医学院校的75%和53.3%）。在12所采用专业方向组织教学的医学院校中，7所提供整合教学。在任何一年中，平均23%的学生在其培训期间接受泌尿外科教学。大多数医学院校会对理论教学（82.7%）和实践教学（65.5%）进行评估。
专业教学可以按照专业方向或模块的组织形式来开展。从理论上讲，模块式组织更适合实现医学整体教学的目标，但在像泌尿外科这样多样化的专业中，疾病的人为分组有时会使专业教学变得复杂。
