{'fraction_non_alphanumeric': 0.03069888961463096, 'fraction_numerical': 0.007838014369693011, 'mean_word_length': 4.6531365313653135, 'pattern_counts': {'":': 0, '<': 1, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Computer-assisted learning; experience at the Bristol Urological Institute in the teaching of urology.

OBJECTIVE
To report the use of a computer-assisted learning (CAL) program in the teaching of urology to medical students.


SUBJECTS AND METHODS
Four CAL tutorials were developed, covering the examination of the urological patient, prostate cancer, impotence and lower urinary tract symptoms, for an initial evaluation of the use of CAL. Twenty-six third-year medical students seconded to the department for one week of urology teaching were randomized to two equal groups. One group used the CAL programs in addition to daily formal teaching, while the other group only received daily teaching. Teaching was of a standardized format, covering all aspects of urology, including the four areas covered by the CAL tutorials. Students were assessed using standardized multiple-choice questions (MCQ) at the start and end of the week's teaching. Incorrect responses were marked negatively. The content and ease of use of the CAL programs were also evaluated by a questionnaire.


RESULTS
There was no difference between the groups in MCQ scores at the start of the week. The mean (SD) change in score over the week for those using the CAL tutorials was 6.0 (7.0), and for the control group was 0.9 (6.0), a significant difference (P < 0.005). Students reported the tutorials to be easy to use and of satisfactory content.


CONCLUSION
The results of this study suggest that CAL programs are of benefit to students learning urology.