ABSTRACT
Background: Problem based learning, integrating basic science with clinical problems, is one of the most recommended forms of teaching for medical schools. Aim: To compare a problem based learning program for physics with traditional teaching methods. Material and methods: In the physics course, first year medical students were separated in groups with traditional learning and problem based teaching. Both groups were subjected to the same knowledge and qualitative evaluations. Results: At the end of the course, cognitive performance in both groups was similar (60.8 and 61.3 percent among traditional teaching and problem based learning groups respectively). However, students assigned to the problem based learning group evaluated significantly better the teaching methodology and process. Conclusions: Physics education, using problem based learning, obtains the same cognitive results but a higher degree of satisfaction than traditional teaching among students
Subject(s)
Humans , Problem-Based Learning , Physics/education , Students, Medical , Educational Measurement , Teaching MaterialsABSTRACT
Se realizo una evaluacion serologica por hemaglutinacion pasiva, de la repuesta inmunologica de 100 ninos que contaban entre ocho y nueve anos de edad,a la vacuna antimeningococica polivalente A-C. Se comprobo una serocoversion igual o superior a cuatro diluciones en el 84% de los casos investigados para organismos del serogrupo A, y en el 90% para los del serogrupo C. Asimismo, se puso de manifiesto que la respuesta es especifica y que la poblacion mantiene titulos de anticuerpos satisfactorios hasta un ano despues de la vacunacion