Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina
Rev. méd. Chile
;
148(11)nov. 2020.
Article
in Spanish
| LILACS
| ID: biblio-1389248
ABSTRACT
Background:
The School of Medicine of the Pontificia Universidad Católica de Chile implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity.Aim:
To describe the implementation and results of curricular innovation in the Theoretic Gastroenterology Course (CTG) imparted between 2008 and 2020. Materials andMethods:
The new teaching methods consisted in the implementation of interactive sessions, research conferences, video-recorded classes, and a learning management/assessment platform. An assessment of the learning model was implemented. As bibliographic material we incorporated self-instructive material and the CTG manual was re-edited. We registered the course syllabi, evaluation surveys, and final grades.Results:
Students dedicated more time to attend the course, from 12.2 hours before to 18 hours after the implementation of video lessons (p < 0.05). They reported improvements in the areas "Feedback" (from 6.2 to 6.6, on a scale of 1 to 7; p < 0.05) and "Grades" (from 6.3 to 6.4; p < 0.05), after implementing a learning model assessment. The score for "Information sources" increased from 6.5 to 6.6 after the re-edition of the manual (p < 0.05). The final grades were similar or significantly higher than the average grades of all the theoretical courses imparted in the same period.Conclusions:
The CTG underwent a series of curricular modifications, allowing for a rapid adaptation to extremely dynamic academic conditions.
Full text:
Available
Index:
LILACS (Americas)
Main subject:
Students, Medical
/
Education, Medical, Undergraduate
Type of study:
Prognostic study
Limits:
Humans
Country/Region as subject:
South America
/
Chile
Language:
Spanish
Journal:
Rev. méd. Chile
Journal subject:
Medicine
Year:
2020
Type:
Article
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