El aprendizaje activo de la microbiología en el Grado de Podología incrementa el rendimiento académico

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

ISSN: 1887-7249

Year of publication: 2016

Volume: 10

Issue: 2

Pages: 85-94

Type: Article

DOI: 10.5209/REV_RICP.2016.V10.N2.52307 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Internacional de Ciencias Podológicas

Abstract

Our focus here is to improve teaching methods in University microbiology classes and 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 55 Microbiology students of Second Year Degree in Podiatry (Academic Year 2014-2015), 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. The IBL questions that were done in class ,were included in the virtual campus , but not including the correction. 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 the benefits of active learning methods over lecture instruction are consistent and can increases student performance in Microbiology.

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