ABSTRACT
Resumen Introducción: una tendencia actual en la educación superior es fusionar materias y articular las asignaturas integradas; sin embargo, hay menor rendimiento y un incremento de la reprobación. Se ha descrito como favorable la aplicación de evaluaciones de procesos como instrumentos de enseñanza y aprendizaje en ciencias de la salud, criterio pertinente de considerar en asignaturas de gran volumen de contenidos. El objetivo de este trabajo fue valorar el efecto de la evaluación del proceso sobre una asignatura integrada de anatomía y fisiología en estudiantes de ciencias de la salud y su relación con el rendimiento. Materiales y métodos: estudio experimental con 144 estudiantes de la Escuela de Ciencias de la Salud en la asignatura de Estructura y Función, distribuidos en dos grupos: control y experimental. Se diseñó e implementó una intervención metodológica para evaluar su efecto en el rendimiento académico. Resultados: la intervención del proceso en el grupo control experimental mejoró el rendimiento comparado con el grupo control tanto en el promedio como en las evaluaciones parciales de cada unidad (t-test < 0.05). En el grupo experimental se registró un incremento del rendimiento entre el 59 % y el 83 % de los estudiantes. Adicionalmente, la mejora progresiva modificó la condición de reprobación a aprobación en un 27 % de los estudiantes tras la intervención (Anova: p < 0.05). Conclusión: la incorporación de evaluaciones de proceso parece ser una favorable herramienta para descomprimir las materias, aplicar lo aprendido, realizar seguimiento a las metodologías de estudio y mejorar el rendimiento de los estudiantes.
Abstract Introduction: A current trend in higher education is to merge subjects together to create one integrated or joint subject. However, an important effect of this integration has been reduced student performance and an increase in subject failures. A possible way to combat this issue may be through a favorable relationship that has been described between the application of process evaluations as teaching and learning instruments in health sciences, especially for the subjects that have a large volume of content. The objective of this study was to assess the effect that this evaluation may have on students' performance in the integrated subject of anatomy and physiology in Health Sciences. Materials and methods: This was an experimental study consisting of 144 students from the School of Health Sciences who were studying the subject of Structure and Function and were distributed amongst two groups: control and experimental. A methodological intervention was designed and implemented to assess its effect on academic performance. Results: The intervention of this process in the experimental control group showed an improvement in students' performance compared to that of the control group both in the average and in the partial evaluations of each unit (t-test < 0.05). In the experimental group, there was an increase in performance between 59% and 83% of the total number of students. Additionally, the progressive improvement modified the condition of disapproval to that of approval in 27% of the students after the intervention, Anova p < 0.05. Conclusion: The incorporation of process evaluations seems to be a favorable tool to decompress subjects taught in schools, to apply what students have initially learned, to follow up on the study methodologies, and improve overall student performance.
Resumo Introdução: uma tendência atual na educação superior é fusionar disciplinas e articular as disciplinas integradas; no entanto, há menor desempenho e um incremento da reprovação. Se tem descrito como favorável a aplicado de avaliações de processos como instrumentos de ensino e aprendizagem em ciências da saúde, critério pertinente de considerar em disciplinas de grande volume de conteúdo. O objetivo é valorar o efeito da avaliação do processo sobre uma disciplina integrada de anatomia e fisiologia em estudantes de ciências da saúde e sua relação com o desempenho. Materiais e métodos: estudo experimental com 144 estudantes da Escola de Ciências da Saúde na disciplina de Estrutura e Função, distribuídos em dois grupos: controle e experimental. Se desenhou e implementou uma intervenção metodológica para avaliar seu efeito no desempenho académico. Resultados: a intervenção do processo no grupo controle experimental melhorou o desempenho comparado com o grupo controle tanto na média quanto nas avaliações parciais de cada unidade (t-test < 0.05). No grupo experimental se registrou um incremento do desempenho entre o 59% e o 83% dos estudantes. Adicionalmente, a melhora progressiva modificou a condição de reprovação a aprovação em um 27% dos estudantes após a intervenção (Anova: p < 0.05). Conclusão: a incorporado de avaliações de processo parece ser uma ferramenta favorável para descomprimir as matérias, aplicar o aprendido, realizar seguimento as metodologias de estudo e melhorar o rendimento dos estudantes.
Subject(s)
Humans , Students, Health Occupations , Education, Medical , Educational Measurement , Academic PerformanceABSTRACT
Objectives: To understand the perceptions of medical students about the current use of interactive learning, its effectiveness and barriers in its implementation. Method: A cross-sectional study was carried out at the College of Medicine, Northern Border University, Arar, Kingdom of Saudi Arabia. Study participants were fifth and final year medical students. A semi-structured questionnaire was used to collect the information in relation to perceptions regarding the use of interactive learning, its effectiveness, and barriers. The questionnaire consisted of Likert scale ranking and close-ended questions. The student’s response was analyzed by frequency analysis. Results: A total of 150 students participated in the study. The most frequently used methods for interactive learning at the College of Medicine were small group discussions (68%) and problem-based learning (56%). Educational games and online videos were used rarely. There was positive feedback regarding the effectiveness of interactive learning in generating interest in learning (84%) and understanding of subject (85%). 80% of the students also reported an improvement in exam scores as a result of interactive learning. The main barriers reported to adoption of interactive learning were inadequate class time (70%), faculty is accustomed to traditional lectures (66%) and lack of trained faculty members (40%). Conclusion: The data suggest despite barriers interactive teaching is being frequently and effectively used at the College of Medicine, Northern Border University, Arar. It is suggested more interactive learning techniques should be incorporated in the curriculum and barriers in adoption can be overcome by following faculty development programs and administrative support.
ABSTRACT
Objective: The aim of the present study was to evaluate dentistry students' perceptions about an extramural activity designed to deliver dental care to an indigenous community. Materials and Methods: This was a qualitative investigation involving 4 students of dentistry who had just had the experience of delivering treatment to indigenous Brazilian people. These students answered questions about the relevance of the experience to their personal and professional lives. We performed Content Analysis to data treatment and it was analysed by Social Representation Theory. Results: Two social representations were reached: a) Being capable to promote oral health; b) Facing human feeling and respect each other. Conclusion: We concluded that participation in an extramural project improves the students' understanding of primary health care in dentistry. Such experiences help students develop a sense of cultural respect, comprehensive care, and to understand patients in their totality as social beings with their own values, beliefs, and attitudes regarding oral health care.
Subject(s)
Brazil , Dental Care/education , Health Services, Indigenous , Health Knowledge, Attitudes, Practice , Humans , Oral Health/education , Patients , Students, DentalABSTRACT
Como parte de um estudo de caso, que teve como objeto o curso de medicina veterinária da Universidade do Estado de Santa Catarina (UDESC), calouros e formandos foram entrevistados com o objetivo de identificar suas impressões sobre as atividades no âmbito da medicina veterinária preventiva e saúde pública. Tendo como referencial o pensamento de Ludwik Fleck, estabeleceu-se uma correspondência entre os diversos campos de atuação na medicina veterinária e estilos de pensamento, utilizando essas categorias como instrumento de análise. Verificou-se que o ensino veterinário conduz à formação de um pensamento que não privilegia concepções com características coletivas e preventivas. No final do artigo, são feitas sugestões ressaltando a importância da integração entre os diversos campos de atuação da profissão na formação profissional com base nas Diretrizes e Bases da Educação Nacional de 1996.
As part of a case study conducted in the undergraduate course of Veterinary Medicine of the State University of Santa Catarina (UDESC), Brazil, freshmen and senior students were interviewed for identifying how they perceive their activities as refers to Preventive Veterinary Medicine and Public Health. Taking the ideas of Ludwik Fleck as a theoretical framework, a correspondence was established among the different fields of activity in Veterinary Medicine and the variations in "thought styles", a key idea in Fleck's epistemology, allowing for the definition of analytical categories. It was verified that the teaching in the field of veterinary medicine leads to a thought style giving little importance to collective and preventive concepts. In the end of the article, we emphasize the importance of integration between the different fields of actions of the profession for a better professional education based on the National Guidelines and Bases for Education of 19965.
Subject(s)
Attitude , Education, Veterinary , Public Health , Students, Health Occupations , Veterinary Medicine , Brazil , Surveys and QuestionnairesABSTRACT
La Microbiología puede ser una asignatura difícil de comprender por los estudiantes de medicina. Con el objeto de explorar su relación con esta materia, se investigó la opinión de los estudiantes al final de un curso teórico-práctico de Microbiología de 36 semanas. Para tal fin, se diseñó y aplicó un instrumento de 25 ítems en 187 estudiantes del segundo año de la Escuela de Medicina "Luis Razetti", en la Universidad Central de Venezuela (año lectivo 1999 - 2000). Los resultados mostraron que 71% de los alumnos asistió al 50% o menos de las teóricas. Los profesores fueron considerados competentes (79%), interesados (66%) y estimulantes (41%). Los estudiantes definieron sus experiencias de aprendizaje mediante la expresión de su grado de acuerdo con afirmaciones (ítems). El grado de acuerdo fue calificado en una escala Likert del 1 al 5 (1 = nada, 5 = mucho). Los puntajes promedio obtenidos asocian a la Microbiología con los siguientes conceptos: significante (Promedio = 4.15/5), sensación de descubrimiento (4.08/5), conduce a nuevas preguntas (3.88/5), agradable (3.70/5) y estimulante (3.63/5). Un 89% de los alumnos indicó haber aprendido >50% de los contenidos del curso. Se pretende aportar información en pro de mejoras de futuros Diseños Instruccionales en Microbiología.
Microbiology can be an abstruse subject for medical students. We explored the opinion of our students after their 36 week traditional Microbiology course of lectures and laboratory sessions in the 2nd year. 187 students completed a 25 item survey of their experience in the 1999 - 2000 course. 71% of respondents attended 50% or less of the lectures. Teachers were considered competent (79%), accessible (69%), interested (66%) and stimulating (41%). The students defined their learning experience by grading items on a 5 point Likert scale (1=Not at all, 5=Very much), as significant (mean score = 4.15/5), creating a "feeling of discovery" (4.08/5), leading to new questions (3.88/5), pleasurable (3.7/5) and stimulating (3.63/5). 89% of respondents indicated to have learnt >50% of the courses contents. This study provides information and points out the aspects to reinforce in order to improve future Instructional designs in Clinical Microbiology.