Impacto del aprendizaje activo de la microbiología en el grado de podología

  1. María Luisa Gómez Lus 1
  2. Carmen Ramos 1
  3. Luis Alou 1
  4. José Prieto 1
  1. 1 Area de Microbiología (Departamento de Medicina). Universidad Complutense de Madrid
Journal:
Revista Internacional de Ciencias Podológicas

ISSN: 1887-7249

Year of publication: 2015

Volume: 9

Issue: 1

Pages: 17-23

Type: Article

DOI: 10.5209/REV_RICP.2015.V9.N1.47313 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Internacional de Ciencias Podológicas

Abstract

In response to the Adaptation to the European Higher Education Area, one path to reform is the development of educational practices that explicit engage students while enhacing how they learn Microbiology. These practices including inquiry-based learning (IBL) in which students are actively engaged in the learning process for improving the skills to be acquired as part of their effective learning. This study included 49 Microbiology students of Second Year Degree in Podiatry, and calculated the percentage of students who used these resources 3 IBL, 2IBL, 1IBL, and that did not participate in any and subsequently related to the student performance in Microbiology exam. Students who prepared IBL scored higher en exam questions designed to test synthesis of knowledge and analysis of data. In order to assess the perceived impact of the active learning, the students were asked to fill out a questionnaire evaluating IBL positively considering that this activity can measure learning and improve exam preparation. We believe that this type of study can optimize the quality of teaching of Microbiology in podiatric studies.