Delivery of a urology online course using Moodle versus didactic lectures methods.

Purpose: To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students.

Methods: Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process.

Results: All 40 students completed the study.