Investigación interdisciplinaria sobre higiene domiciliaria y peridomiciliaria: aprendizaje significativo a través del aula invertida / Interdisciplinary research on home and peridomiciliary hygiene: meaningful learning through the flipped classroom

La educación interdisciplinaria a través de aula invertida incluyendo la higiene domiciliaria y peridomiciliaria es un punto de partida importante para evitar la propagación de enfermedades de interés en salud pública. Por tal razón, se propuso como objetivo determinar la influencia de la investigación interdisciplinaria sobre higiene domiciliaria y peridomiciliaria imnerso en el aprendizaje significativo a través del aula invertida en estudiantes de posgrado de la UNMSM en Lima-Perú, 2021. El estudio fue experimental con una muestra de 26 estudiantes. Para la recolección de los datos se utilizaron técnicas pedagógicas con instrumentos de prueba de rendimiento. El análisis de los datos fue con estadística descriptiva en base a frecuencias y porcentajes, además de las pruebas de Kolmogorov-Smirnov y Shapiro-Wilk estimando un nivel de significancia α de 0,05. Como resultado el nivel de competencia de aprendizaje significativo fue 73,08% bueno, 26,92% regular y 0,00% nivel bajo, así mismo, las buenas evidencias de aprendizaje a nivel transversal fue de 88,46% (23/26) de solidez en los conocimientos sobre higiene domiciliaria y peridomiciliaria, y a nivel especifica conocer la fauna nociva y saber investigar sobre su control sanitario con 88,46%, existiendo diferencias significativas entre la proporción de buenas evidencias de las pruebas preliminar y formativa, que muestran el desarrollo del aprendizaje de la investigación interdisciplinaria en los estudiantes del Posgrado de UNMSM. Concluyendo, que la inestigación interdiciplinaria y método de aula invertida contribuyen a la resolución de problemas de la comunidad no solo a nivel educativo sino también ambiental(AU)

Interdisciplinary education through the flipped classroom including home and peridomiciliary hygiene is an important starting point to prevent the spread of diseases of public health interest. For this reason, the objective was to determine the influence of interdisciplinary research on home and peridomiciliary hygiene embedded in meaningful learning through the flipped classroom in postgraduate students of the UNMSM in Lima-Peru, 2021. The study was experimental with a sample of 26 students. Pedagogical techniques with performance test instruments were used for data collection. The analysis of the data was with descriptive statistics based on frequencies and percentages, in addition to the Kolmogorov-Smirnov and Shapiro-Wilk tests, estimating a level of significance α of 0.05. As a result, the level of significant learning competence was 73.08% good, 26.92% regular and 0.00% low level, likewise, the good evidence of learning at the transversal level was 88.46% (23/26 ) of solidity in the knowledge about home and peridomiciliary hygiene, and at a specific level knowing the harmful fauna and knowing how to investigate its sanitary control with 88.46%, with significant differences between the proportion of good evidence of the preliminary and formative tests, which show the development of interdisciplinary research learning in UNMSM Postgraduate students. Concluding that interdisciplinary research and the inverted classroom method contribute to solving community problems not only at an educational level but also at an environmental level(AU)

Flipped Classroom: A Concept for Engaging Medical Students in Learning

Technological advances have created immense pressure on our younger generation to keep themselves abreast with the newerdevelopments in medical sciences. Educators have to evolve innovative pedagogy to help prepare this generation for future challengesas the training periods are getting relatively shorter. Flipped classroom or Inverted classroom is one such innovation that can empower alearner to develop critical thinking skills and master ways to imbibe vast information by engaging students in active learning process.Reading and understanding are carried at home, and the class-time is utilized for higher levels of learning like analyzing, evaluating, andapplication of the basic information. This review article is aimed to guide the educators in applying the concept of flipped classroom intheir teaching learning armamentarium.

¿Cómo perciben los estudiantes el clima de aprendizaje en el aula invertida en cirugía?: lecciones aprendidas y recomendaciones para su implementación / How do students perceive the learning climate during the inverted classroom in surgery? Lessons learned and recommendations for their implementation

Resumen Introducción/objetivos: El uso del aula invertida como enfoque de enseñanza en el currículo de cirugía se encuentra en una etapa inicial de desarrollo. Existe la necesidad de estudios que soporten su efectividad y demuestren su relación con el clima de aprendizaje. El objetivo de este estudio es presentar la medición longitudinal (2013-2016) del clima de aprendizaje en el aula invertida en cirugía, y ofrecer algunas recomendaciones para su implementación. Material y Método: Las percepciones del clima de aprendizaje fueron evaluadas mediante el instrumento Dundee Ready Educational Enviroment Measure (DREEM). Se calculó el puntaje global del instrumento, así como el de cada uno de sus cinco dominios. Resultados: Un total de 444 estudiantes fueron incluidos. El puntaje global del DREEM indicó un clima de aprendizaje de excelencia. En general la enseñanza fue bien evaluada por los estudiantes, quienes se sintieron seguros de sus habilidades académicas, percibieron a sus profesores como modelo, identificaron una actitud positiva en la atmosfera, y percibieron el ambiente social como aceptable. Discusión: El enfoque de enseñanza de aula invertida en cirugía se asocia con un clima de aprendizaje productivo. Estos resultados aportan nueva evidencia a los altos niveles de satisfacción estudiantil y adecuadas percepciones sobre la autoconfianza estudiantil para el aprendizaje en cirugía demostrados en otros estudios. Conclusiones: La medición longitudinal del clima de aprendizaje en cirugía, utilizando el modelo de aula invertida demuestra puntaciones de excelencia en la población evaluada. Se requieren nuevos estudios que exploren en profundidad sus efectos sobre el aprendizaje y las habilidades cognitivas en los estudiantes.

Introduction/Aims: The use of the inverted classroom as a teaching approach in the surgical curriculum is under development. There is a need for studies informing about their effectiveness and relationship with the learning climate. The aim of this study is to present the accumulated measurement of the learning climate in the inverted classroom in surgery, and share some recommendations for its implementation. Material and Method: The Dundee Ready Educational Environment Measure (DREEM) evaluated the student's perceptions about the learning climate. The overall score of instrument, as its five domains were calculated. Results: A total of 444 students were included. The overall DREEM score indicated a learning climate of excellence. In general, teaching was well perceived by the students, who felt confident about their academic abilities, perceived their teachers as models, identified a positive attitude in the learning atmosphere, and perceived an acceptable social environment. Discussion: The approach of inverted classroom in surgery is associated with a productive learning climate. These results provide new evidence to the high levels of student satisfaction and adequate perceptions about student self-confidence for learning in surgery showed in other studies. Conclusions: The longitudinal measurement of the learning climate in surgery by using the inverted classroom model demonstrates scores of excellence in the evaluated population. Further studies are needed to explore in depth their effects on learning and cognitive abilities in students.

Perception of MBBS students to "flipped class room" approach in neuroanatomy module / 대한해부학회지

A flipped classroom is a learner centered approach in which the learner is responsible to attend the class with basic understanding of the subject to fully participate and engage in discussions. The aim of this study was to evaluate students' perception of flipped classroom approach for neuroanatomy module and assess the impact on their performance and attitudes. The subject chosen to evaluate the flipped classroom model for first year medical students was clinical neuroanatomy. One hundred and thirty first year medical students participated in the study module. Students were divided into five groups and five case scenarios pertaining to various clinically relevant regions of the neuraxis, with varying anatomical complexity were generated. The pre- and post-tests were designed to specifically test the declared learning objectives of the session. The perception of the students regarding this model of teaching and learning was also evaluated. Eighty-six percent of students felt that the flipped classroom approach was better at fulfilling the stated learning objectives than the conventional didactic teaching, 92% felt that the work-sheet with questions provided prior to the class enabled a better understanding of the subject and 87% were of the opinion that the web sources with references kindled a greater interest to read as compared with didactic lectures. The paired t test showed highly significant differences between the pre and post-test scores. Student response to the flipped classroom structure was largely positive, indicating it to be an approach worth pursuing in future years.