La enseñanza recíproca entre pares no-expertos: comparación entre enseñanza individual y enseñanza de pareja / Reciprocal Non-Expert Peer Teaching: Comparison between Individual and Dyadic Teaching

Resumen El objetivo de esta investigación es comparar la enseñanza recíproca individual entre alumnos (pares no-expertos) con la enseñanza no-experta realizada en pareja respecto a diversos aspectos relativos a la cualidad y calidad de las mismas. La primera enseñanza tiene como destinatario al compañero de díada (en reciprocidad); la segunda es realizada conjuntamente por los integrantes de una díada y tiene como destinatario a otra díada (y recíprocamente). En general, los estudios sobre la tutoría entre pares no-expertos referida a la enseñanza de conocimientos omiten la cuestión particular de la enseñanza compartida con un alter. La hipótesis central es que este tipo de docencia no-experta compartida genera diferencias de cualidad y calidad respecto a la docencia no-experta individual. Participaron 14 estudiantes universitarios de una misma clase agrupados aleatoriamente en díadas, los que, previo aprendizaje de la episteme a enseñar provista por un texto-fuente, realizaban primero una tutoría enseñante individual dirigida al compañero/a (y viceversa), y luego una tutoría compartida con éste dirigida a los integrantes de otra díada (y viceversa). Las sesiones fueron audio-grabadas. Esta comparación individual-colectivo se refiere tanto a aspectos cualitativos de la enseñanza, como a aspectos relativos a su calidad. En cuanto a los primeros, los datos muestran significativas diferencias respecto al estilo de enseñanza y a la dependencia respecto del texto-fuente, y diferencias moderadas relativas a la calidad. Se concluye con una propuesta de diferenciación de distintas modalidades de la relación individual-colectivo.

Abstract The objective of this research is to compare individual reciprocal teaching between students (non-expert peers) with dyadic non-expert teaching. In general, studies on non-expert peer tutoring related to knowledge teaching omit the particular issue of dyadic teaching with an alter. The central hypothesis states that this type of dyadic non-expert teaching generates differences in attributes and quality with respect to individual non-expert teaching. Seven dyads of university students from the same class were randomly grouped in dyads, who, after learning the episteme to be taught provided by a source-text, they performed first an individual teaching tutoring directed to the partner (and vice versa), and then a dyadic tutoring together directed to the members of another dyad (and vice versa). These sessions were audio-recorded. This individual-dyadic comparison refers to both different attributes of teaching, as well as aspects related to its quality. Regarding the attributes, data shows significant differences in terms of teaching style and dependence on the source-text, and moderate differences regarding quality. The research concludes with a proposal to differentiate various modalities of the individual-dyadic relationship.

Online team-based electrocardiogram training in Haiti: evidence from the field.

BACKGROUND: The electrocardiogram (ECG) is the most relied upon tool for cardiovascular diagnosis, especially in low-resource settings because of its low cost and straightforward usability. It is imperative that internal medicine (IM) and emergency medicine (EM) specialists are competent in ECG interpretation. Our study was designed to improve proficiency in ECG interpretation through a competition among IM and EM residents at a teaching hospital in rural central Haiti in which over 40% of all admissions are due to CVD. METHODOLOGY: The 33 participants included 17 EM residents and 16 IM residents from each residency year at the Hôpital Universitaire de Mirebalais (HUM). Residents were divided into 11 groups of 3 participants with a representative from each residency year and were given team-based online ECG quizzes to complete weekly. The format included 56 ECG cases distributed over 11 weeks, and each case had a pre-specified number of points based on abnormal findings and complexity. All ECG cases represented cardiovascular pathology in Haiti adapted from the Association of Program Directors in Internal Medicine evaluation list. The main intervention was sharing group performance and ECG solutions to all participants each week to promote competition and self-study without specific feedback or discussion by experts. To assess impact, pre- and post-intervention assessments measuring content knowledge and comfort for each participant were performed. RESULTS: Overall group participation was heterogeneous with groups participating a median of 54.5% of the weeks (range 0-100%). 22 residents completed the pre- and post-test assessments. The mean pre- and post-intervention assessment knowledge scores improved from 27.3% to 41.7% (p = 0.004). 70% of participants improved their test scores. The proportion of participants who reported comfort with ECG interpretation increased from 57.6% to 66.7% (p = 0.015). CONCLUSION: This study demonstrates improvement in ECG interpretation through a team-based, asynchronous ECG competition approach. This method is easily scalable and could help to fill gaps in ECG learning. This approach can be delivered to other hospitals both in and outside Haiti. Further adaptations are needed to improve weekly group participation.

Sala de aula invertida para o ensino do conteúdo abertura coronária em Endodontia / Flipped classroom for the teaching of access cavity preparation in Endodontics

O objetivo deste estudo foi avaliar a sala de aula invertida como estratégia de ensino-aprendizagem para o conteúdo abertura coronária. O material didático para estudo prévio individual pelos estudantes foi disponibilizado online por meio de um software/aplicativo para desktop e dispositivos móveis contendo textos, imagens e vídeos demonstrativos. Nas aulas presenciais, o estudo prévio foi avaliado por um teste individual e em grupos houve discussão das respostas individuais monitorada pelo professor. Em seguida, foi apresentado um caso-problema, acompanhado de questões a serem resolvidas. Houve discussão das respostas até o entendimento e solução do problema apresentado. Vídeos com a sequência dos procedimentos para abertura coronária de elementos dentários simulados foram projetados antes e durante a execução da prática laboratorial. Por meio das respostas dos questionários de expectativa e de avaliação do método, 92,8% concordaram ser um método adequado para o aprendizado do tema proposto, apesar da maioria (64,2%) reconhecer que teriam dificuldades para o domínio do conteúdo. Após a atividade laboratorial, 100% dos estudantes estavam satisfeitos e confirmaram que o método contribuiu para o seu aprendizado. Além disso, 92,8% concordaram que a estratégia de ensino superou as expectativas e que estavam motivados para outras experiências. Os dados da autoavaliação de aquisição de competências pré e pós sala de aula invertida comprovaram que houve aprendizado significativo pelos estudantes e todos foram considerados habilitados baseados nos dados após a observação das habilidades pelo professor. Concluiu-se que a estratégia da sala de aula invertida foi adequada para o estudo do conteúdo abertura coronária (AU).

The objective of this study was to evaluate the flipped classroom as a teaching-learning strategy for endodontic cavity access. Individualized study material for students was made available online through desktop and mobile application software with demonstrative texts, images and videos. In the face-to-face classes, the knowledge acquired in the previous study was evaluated by an individual test and individual responses were discussed in groups monitored by the teacher who conducted the conference and critical reflection of the answers. Next, a problem case was presented accompanied by questions to be solved by the students in a group. There was discussion of the answers until the understanding and solution of the presented problem. Videos with the sequence of procedures for "endodontic access cavity preparation" in simulated teeth were watched before and during the execution of the laboratory practice. Among the students, 92.8% agreed that the flipped classroom is a good teaching-learning method, and all believed that it was adequate for learning "endodontic access cavity", even though the majority (64.2%) recognized that they would have difficulties in mastering the content. After the laboratory activity, all the students were satisfied and confirmed that the method contributed to their learning. In addition, 92.8% agreed that the teaching strategy exceeded expectations and were motivated for other experiences. The data of the retrospective pre­post self-assessment skills showed that there was significant learning by the students and all were considered qualified after the DOPS (Direct Observation of Procedural Skills) by the teacher. It was concluded that the flipped classroom was adequate for "endodontic access cavity" study (AU).