Flipped classrooms in teaching pharmacology for medical undergraduate students – A comparative study

Background: The new competency-based medical education curriculum envisages the need to adopt newer teaching-learning methods. There is a growing concern about the effective dissemination of knowledge to a large group of students through conventional didactic lectures. Flipped classroom teaching has evolved as an innovative method and is a systematic approach to improving the student learning experience. Aims and Objectives: The present study was undertaken (1) to compare the effectiveness of flipped classroom methods with that of the lecture as a teaching learning method in pharmacology for undergraduate medical students and (2) evaluate the students’ perception of the flipped method. Materials and Methods: This study was done in the Department of Pharmacology in a tertiary care teaching hospital in Kerala after ethics committee approval. Two groups of students enrolled using the convenient sampling method, received three flipped classes and three lectures on the topics after crossover. Feedback was collected using a validated structured questionnaire and a common evaluation after each topic was done with a pre-validated multiple choice questions questionnaire. Results: This study has examined the perceptions of students about flipped teaching method using various teaching materials on a Likert 5-point scale. The findings indicate that flipped classroom was a better teaching method. The mean scores of flipped classrooms were high and it was found to be significant (P < 0.05). Conclusion: The results of the study indicate that flipped classroom is more effective for students when compared to lectures. An implication of this is the possibility that it can be used as an adjunctive method in the new curriculum.

Online better for revision and offline better for motivation? - perspectives of online learning in undergraduate medical students in India

Background: The COVID-19 pandemic forced many institutions to unexpectedly adopt online learning methods to teach their students. As students’ perspectives are vital to be understood to determine whether any teaching learning method is optimum for implementation, we conducted a questionnaire-based study of students of a medical college. Aims and Objectives: The objective of this research study was to gain a better understanding of problems concerned with online learning methods. Materials and Methods: Undergraduate 1st year medical students of four different medical colleges of India were the participants. After ethical committee permission, responses were invited for a Google form’s questionnaire. Students were asked in detail about their choices. Results: Most students preferred the offline mode of study over the online mode. Majority of students preferred to keep their own camera off during online lectures. Biochemistry subject was considered comparatively easier and Anatomy was considered difficult to learn in online mode compared to offline mode. Few students felt comfortable with online learning of more than 5 h daily. Concentration in classes was deemed more difficult for online classes and majority of students felt a lack of motivation in online learning. Conclusions: Institutes using the online mode of learning need to address student’s problems before they mandate certain rules like keeping students’ videos on. Lack of motivation and screen fatigue are common problems among students which needs to be addressed by counseling or mentoring if necessary. Subject specific preferences of students need to be taken care of.

Machine learning modeling identifies hypertrophic cardiomyopathy subtypes with genetic signature / 医学前沿

Previous studies have revealed that patients with hypertrophic cardiomyopathy (HCM) exhibit differences in symptom severity and prognosis, indicating potential HCM subtypes among these patients. Here, 793 patients with HCM were recruited at an average follow-up of 32.78 ± 27.58 months to identify potential HCM subtypes by performing consensus clustering on the basis of their echocardiography features. Furthermore, we proposed a systematic method for illustrating the relationship between the phenotype and genotype of each HCM subtype by using machine learning modeling and interactome network detection techniques based on whole-exome sequencing data. Another independent cohort that consisted of 414 patients with HCM was recruited to replicate the findings. Consequently, two subtypes characterized by different clinical outcomes were identified in HCM. Patients with subtype 2 presented asymmetric septal hypertrophy associated with a stable course, while those with subtype 1 displayed left ventricular systolic dysfunction and aggressive progression. Machine learning modeling based on personal whole-exome data identified 46 genes with mutation burden that could accurately predict subtype propensities. Furthermore, the patients in another cohort predicted as subtype 1 by the 46-gene model presented increased left ventricular end-diastolic diameter and reduced left ventricular ejection fraction. By employing echocardiography and genetic screening for the 46 genes, HCM can be classified into two subtypes with distinct clinical outcomes.

Integrated Learning Program for Third Year Professional Students at aMedical School of India

Introduction : integration, an integrated approach to teaching medical subjects has not become popular in Medical Colleges in India. To develop, implement, and evaluate an Integrated Learning Program for theObjective: third-year professional students at a medical school in India. The ntegrated earning rogrammeMethod: I L P (ILP) was conducted for the first time in 2016 for a batch of 181 third year professional students of a Medical School in Western India. It was an integrated module employing correlation and vertical integration. It incorporated Interactive Lectures, Videos, Self-study, Clinical Visits and Home Visits. Student assessment was formative using pre and post Multiple Choice Questions MCQ test and case presentation through( s) checklists to assess clinical skills and home visit skills. Evaluation of the programme was based on feedback from the students and faculty members and report prepared by the students. The mean score ofResults: students in the knowledge domain assessed through Multiple Choice Questions (MCQs) for ILP on Iron Deficiency Anemia conducted at the end of the ILP was statistically significantly (P=0.022). The feedback from faculty members and students was positive, highlighting benefits of ILP as; integrated learning of the basic sciences, their application to clinical cases and active student learning. Few challenges were also identified like higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. The study findings conclude that an integrated learning programme is beneficialConclusion: and is likely to improve quality of health care provided to the patients. It is feasible within a conventional medical curriculum of an Indian Medical School.

Efecto de una intervención motriz basada en el método de descubrimiento guiado sobre los patrones básicos de movimiento de un niño de 9 años: estudio de caso / Effect of A Motor Intervention Based on The Guided Discovery Method on The Basic Movement Patterns of A 9-Year- Child: Case Study / Efeito de uma intervenção motora baseada no método da descoberta guiada sobre os padrões básicos de movimento de uma criança de 9 anos: estudo de caso

Resumen: El propósito de esta investigación fue determinar el efecto de una intervención motriz basada en el método de descubrimiento guiado sobre los patrones básicos de movimiento de un niño típico. Se contó con la participación de un infante de 9 años que se percibe físicamente activo, practica deportes con regularidad, asiste a la escuela y posee un estado de salud y cognitivo normal. La intervención se aplicó durante 6 semanas, 2 sesiones de evaluación pretest y postest, por medio del instrumento para la evaluación de los patrones básicos de movimiento, y 4 sesiones prácticas de 60 minutos, un día a la semana, durante 4 semanas. Para el análisis de resultados, se utilizó el porcentaje de cambio. Los resultados, luego de la intervención, mostraron mejorías en el porcentaje de cambio, en 4 de los de los patrones locomotores entre el 33.33 % y 300 %; en los patrones manipulativos, entre el 37.5 % y 900 %; así como un mejoramiento del 50 %, en el total de las destrezas locomotoras, y de 85,18%, la totalidad de las destrezas manipulativas. A su vez, tuvo una mejoría global en PBM del 65.08 %. Se concluye que, luego de este estudio de caso, un modelo de intervención motriz basado en el método empleado puede ser una herramienta útil para mejorar las destrezas motoras básicas en la población infantil.

Abstract: The purpose of this research was to determine the effect of a motor intervention based on the guided discovery method on the basic movement patterns of a typical child. The study involved a 9-year-old child who is physically active, plays sports regularly, attends school, and has normal cognitive and health status. The intervention was applied during six weeks, two pre-test and post-test evaluation sessions through the Instrument for the Evaluation of Basic Movement Patterns, and four practical sessions of 60 minutes, one day a week, for four weeks. For the analysis of results, the percentage change was used. The results after the intervention showed improvements in the percentage of change in four of the locomotive patterns between 33.33% and 300%; in the manipulative patterns between 37.5% and 900%; as well as an improvement of 50% in the total of locomotive skills and 85.18% in the total of manipulative skills. In turn, it had an overall improvement in PBM of 65.08%. It is concluded that after this case study, a model of motor intervention based on the method used can be a useful tool to improve basic motor skills in children.

Resumo: O objetivo desta pesquisa foi determinar o efeito de uma intervenção motora baseada no método de descoberta guiada sobre os padrões básicos de movimento de uma criança típica. O estudo envolveu uma criança de 9 anos de idade que é fisicamente ativa, pratica esportes regularmente, frequenta a escola e tem estado cognitivo e de saúde normal. A intervenção foi aplicada durante seis semanas, duas sessões de avaliação pré-teste e pós-teste através do Instrumento de Avaliação de Padrões Básicos de Movimento e quatro sessões práticas de 60 minutos, um dia por semana, durante quatro semanas. Para a análise dos resultados, foi utilizada a mudança percentual. Os resultados após a intervenção mostraram melhora no percentual de mudança em quatro dos padrões locomotivos entre 33,33% e 300%; nos padrões manipulativos entre 37,5% e 900%; bem como melhora de 50% no total de habilidades locomotivas e 85,18% no total de habilidades manipulativas. Por sua vez, teve uma melhora global na PBM de 65,08%. Conclui-se que, após este estudo de caso, um modelo de intervenção motora baseado no método utilizado pode ser uma ferramenta útil para melhorar as habilidades motoras básicas em crianças.

Demonstrate observe assist perform versus video assisted teaching in teaching deep tendon reflexes to medical students: a comparative study

Background: Clinical examination of Deep tendon reflexes is a skilled technique that should be taught in an interesting way. Newer teaching learning methods like Video assisted teaching can be utilized  to facilitate self-directed and long term learning  and to cultivate enhanced interest in the study.Method: Among 120 students are divided into 6 groups.  Each group is divided into two batches of 10 members each. 6 batches are taught deep tendon reflexes separately by DOAP.  6 batches are taught deep tendon reflexes separately by video assisted teaching. At the end of teaching and 2 weeks later, each batch is  assessed by OSCE . Objective Structured Clinical Examination checklist marks are systematically entered in an excel sheet and was analysed using unpaired t-test .The perception to each teaching learning method was assessed by feedback Questionnaire using  Likert Scale.Results: On comparing between the effectiveness of video assisted teaching and clinical demonstration of the examination of deep tendon reflexes , students taught by video assisted teaching scored higher marks in the evaluation after two weeks, which was statistically significant. Regarding perception, students favoured both teaching methods for their effectiveness. For clarifying doubts, students favoured DOAP method. For reproducibility and better retaining of memory, students favoured video assisted teaching.Conclusion: Video assisted teaching was equally effective as DOAP in teaching deep tendon reflexes to medical students. For reproducibility and better retaining of memory, Video assisted teaching was perceived better as reflected in the better mean scores two weeks after the teaching sessions.

Tem um Estudante Autista na minha Turma! E Agora? O Diário Reflexivo Promovendo a Sustentabilidade Profissional no Desenvolvimento de Oportunidades Pedagógicas para Inclusão / There is an Autistic Student in my Class! Now What? The Reflexive Journal Promoting Professional Sustainability in the Development of Pedagogical Opportunities for Inclusion

RESUMO O Ensino Superior tem ultrapassado as barreiras da inclusão de modo a vislumbrar a formação de profissionais autônomos e preparados para as profissões do futuro. Considerando o emprego do diário reflexivo na prática e na pesquisa em educação, questiona-se, neste artigo, sua efetividade na confluência das demandas do ensino por competência, exercício de metodologias ativas e inclusão promovidos pela sustentabilidade profissional de um docente sem formação em Educação Especial. O objetivo foi avaliar, por meio da análise sistemática de conteúdo, três práticas pedagógicas registradas conforme premissas e argumentos práticos no ensino com (Ciências Biológicas) e sem (Psicologia) estudantes autistas. A intervenção foi norteada pela implementação de metodologias ativas durante o semestre letivo. Os resultados indicam a efetividade da técnica, pois a identificação do problema, a reflexão e a tomada de decisão apresentaram efeitos no desempenho do professor, transpassando o desenvolvimento de competências no estudante com necessidade educacional especial, sensibilizando-o para a superação de limitações também de estudantes neurotípicos.

ABSTRACT Higher Education has overcome the barriers of inclusion by envisioning the training of self-employed professionals prepared for the professions of the future. Considering the use of the reflexive journal technique in education, its effectiveness in the confluence of the demands of teaching for competence, exercise of active methodologies and inclusion promoted by the professional sustainability of a professor without special education training is questioned in this paper. The objective was to evaluate, through the systematic content analysis, three pedagogical practices recorded according to premises and practical arguments in teaching with (Biological Sciences) and without (Psychology) autistic students. The intervention was guided by the implementation of active methodologies during the school semester. The results indicate the effectiveness of the technique, since the identification of the problem, reflection and decision making had effects on the performance of the professor, crossing the development of skills in students with special educational needs, sensitizing them to overcome limitations also of neurotypic students.

The impact of faculty development program: self-assessment of medical teachers after basic- medical education technology (met) workshop

Introduction: To achieve the goal of better health services, Medical Council of India (MCI) and MaharashtraUniversity of Health Sciences (MUHS) are regularly conducting three days Basic Medical Education Technology(MET) workshop for faculty development of medical teachers. The purpose of the basic MET workshop is toprovide basic knowledge, skills & attitude to all faculties in medical colleges which they can apply in day to daypractice in different areas of teaching learning and assessment methods. Hence, there is a need to study theimpact of faculty development program.Aims & Objectives: The present study was done to assess practices and attitudes of the medical teachers towardsbasic MET workshop and to study effective professional benefits of basic MET workshop.Materials and Methods: Total 71 faculty members who had undergone through basic MET workshop were respondedto validated questionnaire.Result: 54.9% faculty members have retained their knowledge completely about using audiovisual tools inteaching learning methods while 71.8% faculty members have retained their knowledge to large extent aboutdomains of learning followed by preparing essay questions (67.6%) and objective structured practical examination(64.8%). 63.4% faculty members benefited completely from using audiovisual tools effectively in teaching methodswhile 71.8% faculty members benefited markedly from modifying large group teaching followed by domains oflearning (66.2%), principles of adult learning and modifying small group teaching (64.8%).Conclusion: The study has revealed that the impact of basic MET workshop on medical teachers is adequate.Overall retention of knowledge and effective benefit of workshop is more than average.

Medical Student’s Feedback towards Problem Based Learning and Interactive Lectures as a Teaching and Learning Method in an Outcome-Based Curriculum

Objective: To explore the medical student’s opinion about the effectiveness of problem-based learning and interactive lectures as a teaching and learning method. Method: The cross-sectional study was conducted at the College of Medicine, Majmaah University from April 2016 to June 2016. Results: Total 120 undergraduate medical students were enrolled in this study; out of these 97 students filled the questionnaire form for an interactive lecture and 112 completed the questionnaire form for PBL based learning. The response rate for interactive lectures was 80% and PBL was 93%. The comparison of the responses between the groups was done using independent samples Mann- Whitney U-test. Among the questions of VARK learning styles, the significance was found in PBL as a tool for auditory learning and reading and writing skills over interactive lectures. Conclusion: The study showed a preference of students towards PBL over interactive lectures in a system based hybrid curriculum where both of them used an instructional approach. The merit of the interactive lecture cannot be underrated in the system based integrated as evident from the previously conducted educational research. Based on the findings, there is a need to revisit the process of interactive lecture in our study settings. Exploration is required for the alignment of the assessment tools with the learning outcomes of the PBL.

Estilos de aprendizaje de los estudiantes de enfermería en la asignatura Morfofisiología I, en una universidad pública de Santa Marta / Learning styles of nursing students in the subject Morphophysiology I, in a public university of Santa Marta

Se realizó un estudio cuantitativo, con un nivel y método descriptivo-transversal, su objetivo fue determinar los estilos de aprendizaje de los estudiantes de III semestre del programa de Enfermería en el periodo 2018-I, en la asignatura de Morfofisiologia I de la Universidad del Magdalena, Santa Marta. La población está constituida por los 369 estudiantes matriculados del programa de Enfermería, el tamaño de la muestra, son los estudiantes matriculados en la asignatura de Morfofisiología en el I periodo de 2018. Por su parte, la muestra en total fueron 50 estudiantes a los cuales se les aplico el instrumento. Los resultados indican que los estudiantes matriculados en la asignatura de Morfofisiología I tienen preferencia alta por el estilo de aprendizaje activo con un porcentaje del 60%. Se concluye que hay una tendencia moderada por todos los estilos de aprendizaje de acuerdo con el baremo y en el estilo de aprendizaje pragmático la preferencia fue baja para todas las edades.

A quantitative study was carried out, with a level and descriptive-transversal method, its objective was to determine the learning styles of the students of the III semester of the Nursing program in the period 2018-I, in the subject of Morphophysiology I of the University of Magdalena, Santa Marta. The population is constituted by the 369 enrolled students of the Nursing program, the size of the sample, are the students enrolled in the subject of Morphophysiology in the I period of 2018. For its part, the sample in total were 50 students to whom the instrument was applied. The results indicate that students enrolled in the subject of Morphophysiology I have high preference for active learning style with a percentage of 60%. It is concluded that there is a moderate tendency for all learning styles according to the scale and in the pragmatic learning style the preference was low for all ages.

Nonlinear pedagogy and the implications for teaching and training in table tennis

Aim: It is to propose a game-based and player-centred approach to teaching table tennis using nonlinear pedagogy insights. Methods: This is an essay which offers a well-reasoned articulated nonlinear pedagogy perspective on coaching and teaching table tennis issues Results: It offers the description of a propose based on a player-centred and game-based approach for table tennis supported by nonlinear pedagogy, illustrating examples of how to apply nonlinear pedagogical principles to design representative learning tasks in order to adapt them to learners' skills level. Conclusion: A novel perspective for teaching and training table tennis is presented here and we intend that this proposal may help coaches to design an effective learning environment.(AU)

Evaluation of Physiology Teaching Methods in Chandrapur Government Medical College

Background: The primary goal of medical education is to produce quality doctors and not just quantity. Heightened focus on the quality of teaching in the new medical college has led to increased use of student surveys as a means of evaluating teaching. Aim: This study was undertaken to evaluate various teaching methods and skills adopted by a teacher in Physiology lectures by first year MBBS students of two successive batches admitted in newly established Chandrapur Government Medical College. Methods: A pre-validated questionnaire consisting of 18 questions was given to 100 first year medical students of first two successive batches towards the end of their academic year and feedback was taken in the form of selecting the most appropriate option applicable (OPTION: A = Always, M = Most Often, S = Sometimes, N = Never). Total numbers of A, M, S and N were calculated and given 3, 2, 1 and 0 marks for every A, M, S and N circled respectively. Maximum possible score was 54. 45 to 54 marks – Exceptional teaching skills, 30 to 44 marks – Superior teaching skills, 15 to 29 marks – Average teaching skills, 0 to 14 marks – Room for improvement. Results: In the first batch, maximum score was given for having clarity with the concepts and being audible, using simple language and audio-visual aids and explaining them their errors and how better they can perform. In second batch, apart from this, maximum score was given for relating the topic with their lives, giving examples, summarizing the concepts, asking them to answer questions, applying information in solving problems, encouraging them to learn in different ways, listening their comments, giving them feedback and finding out frequently whether every student has learnt the skills. Conclusion: Every medical teacher who delivers a lecture should make teaching meaningful with clarity in the concepts and audibility, promoting active learning by the students, understanding the individual differences, giving feedback at regular intervals and ensuring mastery in the subject.

Attitudes of 8-year program medical students to concept mapping after the pharmacology teaching/learning practice and analysis of the learning readiness for students / 基础医学与临床

Concept mapping is a new method to help learners organizing their knowledge with a visual semantic net-work. In the process of pharmacology teaching concept mapping are used as a teaching tool and a learning tool, respectively. Then a survey was conducted on 8-year program medical students to obtain information regarding students attitude towards concept mapping in pharmacology teaching and learning as well as their learning readiness. The authors hope the information may play a direction role for the teaching activity in the future and make Pharmacology teaching contents and methods meet the knowledge requirement and learning readiness of medical students.

Does learning style preferences influence academic performance among dental students in Isfahan, Iran? / 보건의료교육평가

PURPOSE: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. METHODS: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. RESULTS: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P<0.01). CONCLUSION: Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

Student’s preferences for learning in medical education.

Background: The mission of medical education is to provide the medical students adequate learning experiences so that they become competent doctors. In most of the medical schools of India, it is mainly taught by means of didactic lectures, tutorials and practical classes with often least interdisciplinary interaction. Objective: The objective of the present study was to explore the student’s preferences about teaching methods. Methods: A cross sectional study was conducted during the period of July to November 2014 amongst 2nd year undergraduate medical students attending community medicine subject classes. Out of total 150 students, 138 were participated in the study. A pre-designed self-reported questionnaire was used as a tool for data collection. All opinions were rated using a five-point Likert scale, which ranges from “strongly preferred” to “strongly not prefer.” Data was entered in MS Excel and were analysed in the form of percentage and proportions whenever appropriate. Results: In this study, mean age of the students was 19.38 ± SD 0.69 years. Out of 138 students, 81(58.7%) were females and 57(48.3%) were males. Ninety nine (71.74%) students agreed that the length of MBBS curriculum should be 4.5 years. The most preferred mode for theory and practical teaching by students was focused group discussion and bedside clinic respectively. The most common obstacle faced by students during theory and practical learning was one way, non-interactive teaching. Conclusions: The students are interested in more interactive learning sessions. Students felt that the understanding is better with focused group discussion and bedside clinics.

Basic workshop for medical teachers : Effectiveness and impact.

Background & objectives: MCI recognized three days basic course in MET for medical teachers is a course for faculty development in higher education. In the present study the impact of programme on the teaching performance of faculty members after two years of the completion of the course was evaluated. Method : A Structured questionnaire was given to 41 teachers from the first two batches of three day basic course in MET at NKP SIMS, Nagpur, to seek individual opinion on the impact of the program and possible modifications produced in their teaching activities. The opinions of the faculty about their post course teaching activities were analyzed. Result: 1. 57 % Professors were benefitted substantially from interactive teaching techniques and structured clinical assessment, 57% markedly from adult learning, learning objectives, positive learning atmosphere, using audiovisual tools, preparing essay questions and preparing MCQ`s. 2.Associate Professors found audio visual tools, structured clinical exam, MCQ`s and adult learning useful 3.Lecturers were able to use MCQ`s, positive learning atmosphere, structured clinical assessment. 4. Newer assessment methods were introduced to undergraduate students more by faculty from clinical department ( 90%) 5. Research projects related to medical education were undertaken more by faculties from clinical departments. 6. Members from non clinical dept introduced new teaching methods and have undergone advanced training in Medical education more than clinical dept. 7. 84.21% Associate Professors introduced newer teaching learning methods 8. Research projects are undertaken more by lecturers. Conclusion: 1. Three day basic course helps teachers increase their knowledge regarding medical education and implement newer teaching learning and assessment methods to students. 2. Teachers are now sensitized to changes in medical education ,research and are ready to undergo advanced training and attend conferences.

Preference of teaching and learning methods in a new medical school of Malaysia.

Teaching and learning are the two sides of a coin. Henceforth, there is a strong correlation between the methods used in delivering the information by the lecturers and the assimilation of that knowledge by the students. MBBS programme of FPSK, UniSZA, is divided into two phases, preclinical (Year I and II) and clinical (Year III, IV and V) phases. The main teaching and learning methods for preclinical phase include lecture, tutorial, practical, problem based learning (PBL) and early clinical exposure (ECE). This cross-sectional study was conducted in July 2013 in UniSZA, Malaysia. 50 respondents from preclinical phase were randomly selected from total 117 students to answers the questionnaire. The questionnaire was developed with extensive literature review and pretested and validated. The questionnaire has been divided into 5 sections. The data were analysed using the SPSS 17.0. This study showed that 36 (72%) out of 50 respondents chose lecture as the most preferred teaching and learning method. Five (10%) out of 50 respondents preferred tutorial and 3 (6%) out of 50 respondents preferred PBL, practical and ECE respectively. None of the respondents chose Computer Assisted Learning (CAL) as a preferred method. Probably learning guideline of CAL is not clear that make the session the most unpreferred. Majority of the students in preclinical phase preferred lecturer/teacher-centred learning session to acquire knowledge in a medical school.

Aplicación de métodos activos de enseñanza en el aprendizaje de habilidades clínicas / Active methods application in the learning of clinical skills

Introducción: en los métodos activos de enseñanza, el profesor propicia que el educando asuma protagonismo en su aprendizaje mediante su participación responsable, la reflexión en la solución de problemas en condiciones reales y simuladas, la actividad creativa y el trabajo en grupo. Objetivo: explorar la utilización de métodos activos para el aprendizaje de habilidades clínicas en las diferentes formas de organización de la enseñanza. Método: se aplicó una encuesta creada por los autores a 20 estudiantes de diferentes estancias en asignaturas del ciclo clínico. El análisis estadístico descriptivo se limitó al cálculo del valor promedio, tras llevar la Escala Likert nominal a valores numéricos. Se calculó el índice Alfa de Cronbach para estimar consistencia interna, y el test de comparación de medias de muestras independientes, para puntajes promediados de varias asignaturas. Resultados: se obtuvieron índices de Cronbach sobre 0,7, lo que sugiere alta consistencia interna del instrumento y estabilidad en los resultados. Hubo diferencias significativas entre distintas estancias en la utilización de casos clínicos en los seminarios; la utilización del libro de texto para confeccionar el examen y el uso de preguntas reproductivas en exámenes escritos. Los educandos refirieron baja frecuencia en algunas estancias de la observación y corrección de la ejecución del examen físico, realización de discusiones diagnósticas colectivas y la revisión con retroalimentación de discusiones diagnósticas escritas. Conclusiones: la percepción de los estudiantes sugiere variabilidad en la utilización de métodos de enseñanza activos para el aprendizaje de habilidades clínicas.

Introduction: professors in the active learning methods encourage the students to assume a leading role in his responsible learning participation, reflection in the solution of problems in real and simulated conditions, and the creative activity and the work in group. Objective: explore the utilization of active methods for learning of clinical skills, in the different forms of teaching organization, and his interaction with other components of the teaching _ learning process. Material and Methods: a survey created by authors was applied to 20 students of different study´s subjects in the clinical cycle. The descriptive statistical analysis included the mean calculation after numeric values were converted in the Likert nominal scale. Cronbach's alfa index was calculated to estimate internal consistency, and the test of comparison means to independent samples, to average score in some of study´s subjects. Results: it was obtained a Cronbach index above 0.7, suggesting high internal consistency of the instrument used and stability in the results. There were significant differences between different subjects in the handle of clinical cases during seminaries; the utilization of the textbook to make up test and the use of reproductive questions in written tests. The student referred low hours frequency for some observational subjects and correction the performance of the physical examination, do a group diagnostic case discussion and the reviewing and feedback discussion in the diagnostic written case. Conclusions: the students' perception suggests variability in the utilization of active teaching methods for the learning clinical skills.

Innovations in Teaching/Learning Methods for Medical Students: Research with Mentoring.

In this era of evidence-based medicine, innovative teaching learning methods coupled with appropriate mentoring are required to make the undergraduate medical students interested in the speciality of Community Medicine. Teaching research methodology to medical students by a hands-on approach along with mentoring by involving them in small, feasible, sustainable, and replicable studies on a topic of interest clearly showed renewed interest among students toward the subject.