El aprendizaje activo de la microbiología en el Grado de Podología incrementa el rendimiento académico
Year: 2016
Type: article
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.
Authors: María Luisa Gómez-Lus, Carmen Ramos, Pedro Bas, Luis Alou, José Prieto
Institution: Universidad Complutense de Madrid
Language: Spanish
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2340610740