Introduction Robot-assisted radical prostatectomy (RARP) is the most recent surgical technique for localized prostate cancer. The Da Vinci (Intuitive Surgical, Sunnyvale, CA) system was first introduced in Brazil in 2008, with a fast growing number of surgeries performed each year.Objective Our primary endpoint is to analyze possible predictors of functional outcomes, related to patient and tumor features. As secondary endpoint, describe functional outcomes (urinary continence and sexual potency) from RARP performed in the Sírio-Libanês Hospital (SLH), a private institution, in São Paulo, from April 2008 to December 2015.Materials and Method Data from 104 consecutive patients operated by two surgeons from the SLH (MA and SA) between 2008 and 2015, with a minimum 12 months follow-up, were collected. Patient features (age, body mass index - BMI, PSA, date of surgery and sexual function), tumor features (tumor stage, Gleason and surgical margins) and follow-up data (time to reach urinary continence and sexual potency) were the variables collected at 1, 3, 6 and 12 month and every 6 months thereafter. Continence was defined as the use of no pad on medical interview and sexual potency defined as the capability for vaginal penetration with or without fosphodiesterase type 5 inhibitors.Results Mean age was 60 years old and mean BMI was 28.45 kg/m2. BMI >30kg/m2 (p<0.001) and age (p=0.011) were significant predictors for worse sexual potency after surgery. After 1, 3, 6 and 12 months, 20.7%, 45.7%, 60.9% and 71.8% from patients were potent, respectively. The urinary continence was reached in 36.5%, 80.3%, 88.6% and 92.8% after 1, 3, 6 and 12 months, respectively. Until the end of the study, only one patient was incontinent and 20.7% were impotent.Conclusion Age was a predictor of urinary and erectile function recovery in 12 months. BMI was significant factor for potency recovery. We obtained in a private hospital good functional results after 12 months of follow-up.

Introduction: Active methodologies are tools aimed at engaging students in the learning process. Through them, the student is confronted with problem situations and, to solve them, they need to actively participate in the construction of the solution. Socrative® and Kahoot!® are tools that can be used to support the growing demand for new teaching methods. Objective: This study aims to compare the scores obtained by urology student in pre-tests applied using the Socrative® and Kahoot!® applications, and to analyze the students’ perceptions after the exposure to the learning tools. Method: A prospective and comparative study was carried out on the use of the Socrative® and Kahoot!® applications in the discipline of Urology of the medical course. The cohort consisted of two classes of students, 193 in total. Students were divided into six groups, separated in two different schedules, and they took turns weekly switching the tools. The methodologies were used as a pre-test during the tutorial sessions, aiming to compare the grades obtained by the students between the applications. At the end of the course, the students answered a perception questionnaire in relation to each platform. The data were statistically analyzed using the program SPSS Statistics v.20.0. The Wilcoxon non-parametric test and the Chi-square test were used. Values of p <0.05 indicated statistical significance. Result: The Socrative® application obtained better results in terms of the number of correct answers and in relation to the students’ satisfaction. Among the six topics addressed in the pre-tests, two showed higher scores with the Socrative® tool (p = 0.017 and p = 0.042). As for the perception questionnaire, the Socrative® tool showed an average score 1.8 points higher than Kahoot!® (0 - 10 scale), and statistical significance was found in seven out of the eight evaluated questions. Conclusion: The Socrative® tool showed higher grades and was more satisfactory to students than Kahoot!®.

Introduction: Active methodologies are tools aimed at engaging students in the learning process. Through them, the student is confronted with problem situations and, to solve them, they need to actively participate in the construction of the solution. Socrative® and Kahoot!® are tools that can be used to support the growing demand for new teaching methods. Objective: This study aims to compare the scores obtained by urology student in pre-tests applied using the Socrative® and Kahoot!® applications, and to analyze the students’ perceptions after the exposure to the learning tools. Method: A prospective and comparative study was carried out on the use of the Socrative® and Kahoot!® applications in the discipline of Urology of the medical course. The cohort consisted of two classes of students, 193 in total. Students were divided into six groups, separated in two different schedules, and they took turns weekly switching the tools. The methodologies were used as a pre-test during the tutorial sessions, aiming to compare the grades obtained by the students between the applications. At the end of the course, the students answered a perception questionnaire in relation to each platform. The data were statistically analyzed using the program SPSS Statistics v.20.0. The Wilcoxon non-parametric test and the Chi-square test were used. Values of p <0.05 indicated statistical significance. Result: The Socrative® application obtained better results in terms of the number of correct answers and in relation to the students’ satisfaction. Among the six topics addressed in the pre-tests, two showed higher scores with the Socrative® tool (p = 0.017 and p = 0.042). As for the perception questionnaire, the Socrative® tool showed an average score 1.8 points higher than Kahoot!® (0 - 10 scale), and statistical significance was found in seven out of the eight evaluated questions. Conclusion: The Socrative® tool showed higher grades and was more satisfactory to students than Kahoot!®.