Comparación del rendimiento académico basado en metodología TBL y metodología tradicional de enseñanza en estudiantes de odontología en Santiago de Chile / Comparison of academic. Performance based on TBL methodology and traditional teaching methodology in dentistry students in Santiago de Chile

INTRODUCCION Con el pasar de los años han surgido metodologías activas de enseñanza, donde el estudiante pasa a tener un rol protagonista. La metodología activa Team Based Learning (TBL) promueve la participación de los estudiantes tanto de manera individual como grupal permitiendo fomentar el aprendizaje y aplicar contenidos enseñados. El objetivo de este estudio fue comparar el rendimiento académico obtenido por los estudiantes en la asignatura de cariología mediante metodología tradicional en los años 2016, 2017 y 2018; y metodología TBL en el año 2019. MATERIAL Y METODOS Se realizó un diseño analítico transversal donde se compararon los promedios de calificaciones de certámenes 1 y 2 de cariología de los estudiantes de la carrera de Odontología de la Universidad Finis Terrae entre los años 2016 y 2019; dicha población se estratificó en función de año académico y tipo de metodología. RESULTADOS Los resultados muestran que el promedio de las calificaciones de los certámenes 1 y 2 de cariología obtenido por los estudiantes mediante metodología tradicional de aprendizaje fue de 4,79 y mediante metodología TBL es de 5,01, existiendo una diferencia estadísticamente significativa entre ambos grupos de estudio (p = 0,03). CONCLUSION El rendimiento académico en cariología, obtenido por los estudiantes mediante metodología TBL el año 2019 fue significativamente mayor que aquel obtenido por los estudiantes mediante metodología tradicional en los años 2016, 2017 y 2018.

INTRODUCTION Over the years, active teaching methodologies have emerged, where the student play a leading role. The active Team Based Learning (TBL) methodology promotes participation of students both individually and in groups allowing to promote the learning and applying taught content. The aim of this study was to compare the academic performanc he students in the subject of cariology through traditional methodology in the years 2016, 2017 and 2018; and TBL methodology in 2019. MATERIAL AND METHODS A cross-sectional analytical design was conducted where the grade point of test 1 and 2 of cariology of Dentistry students from University Finis Terrae between the years 2016 and 2019, were averaged. The population was stratified according to academic year and type of methodology. RESULTS The results show that the average of the qualifications of test 1 and 2 of cariology obtained by students through traditional learning methodology was 4.79 and through TBL methodology is 5.01, there being a statistically significant difference between both study groups (p = 0.03). CONCLUSION The academic performance in cariology, obtained by the students through the TBL methodology on year 2019 was significantly higher than that obtained by the students through the methodology traditional in the years 2016, 2017 and 2018

Transitions of care education in US colleges and schools of pharmacy.

INTRODUCTION: Pharmacist-led transitions of care (TOC) services have demonstrated a positive impact on patient care and professional pharmacy organizations recommend integration of TOC-related education into doctor of pharmacy (PharmD) curricula. The objective of this study is to determine the extent to which TOC is taught in United States (US) colleges and schools of pharmacy and to characterize the educational content and the instructional methods used. METHODS: An 18-question electronic survey about TOC education was sent to US school of pharmacy faculty. One survey response per school was requested. Schools with an accredited or candidate-status PharmD program were included and duplicate responses from schools were adjudicated and combined. RESULTS: The survey response rate was 54.6% (n = 77). Of the responding schools, 92.2% reported incorporating TOC content into their required didactic curriculum and 43.1% reported incorporating TOC content in their elective didactic curriculum. Of the 11 TOC-related topics included in the survey, 3 were covered universally in the required or elective didactic curricula of responding schools. Both lecture and active-learning pedagogies were used to teach TOC. Introductory pharmacy practice experiences and advanced pharmacy practice experiences that incorporate TOC were offered at 85.3% and 98.5% of schools, respectively. CONCLUSION: Most schools of pharmacy who responded to this survey included TOC-related content in their curricula. Research into best practices for educating students on this topic is needed to help ensure graduates are prepared to contribute to this area of practice.

Developing a Validated Instrument to Measure Students' Active Learning and Actual Use of Information and Communication Technologies for Learning in Saudi Arabia's Higher Education.

Higher education authorities have supplied information and communication technologies (ICTs) to guarantee that students use ICT to improve their learning and research outputs. ICT, on the other hand, has been proven to be underused, particularly by students. Therefore, we aimed to develop a new model to measure students' active learning and actual use of ICT in higher education. To investigate this issue, the technology acceptance model and constructivism learning theory were verified and applied to evaluate university students' use of ICT for active learning purposes. The participants in the study were 317 postgraduate and undergraduate students from four faculties at King Faisal University who consented to take part. The research data were analyzed using structural equation modeling (AMOS-SEM). Three specific components were used: the technology adoption model, constructivism learning, and active learning using ICT. The findings revealed that: (a) using ICTs for students' interactivity, engagement, expected effort, subjective norm, and perceived ease of use has a direct positive impact on perceived enjoyment and usefulness; (b) perceived enjoyment and usefulness has a direct positive impact on active learning, attitude toward use, and behavioral intention to use ICTs; (c) active learning has a direct positive impact on attitude toward use, behavioral intention to use ICTs; and (d) active learning has a direct positive impact on attitude. Moreover, the results showed the mediator factors' values positively "R square," active learning (0.529), attitude toward use (0.572), behavioral intention to use (0.583), and actual ICT use (0.512) in higher education. Therefore, the results of the hypotheses developed a validated instrument to measure students' active learning and actual use of ICTs in higher education in Saudi Arabia.

A unique and effective method of anatomy education: Small-group learning with prosected plastinated specimens.

OBJECTIVE: At the New York University College of Dentistry, we are faced with the challenge of teaching Head and Neck Anatomy to a class of approximately 380 first-year students. We have developed an innovative anatomy curriculum that has proven effective in facilitating students' learning and long-term retention of the material. It has the added benefit of being time- and cost-efficient. Here, we share the structure of our curriculum and examine the student outcomes and student feedback. MATERIALS AND METHODS: In this paper, we describe the evidence-based methods used in our course and present measures of student success. We also surveyed students about aspects of the anatomy curriculum. RESULTS: Our curriculum efficiently manages cost, instructional time, and classroom space, while promoting student success. Over the last 9 years, NYU Dentistry students have achieved a mean first-time pass rate of 98.6% and an average anatomy score of 1.74 standard deviations above the national mean on the National Board Dental Examination Part I. Students agree with instructor assessments of which features of the curriculum are valuable and state that the course helps them prepare for clinical courses. CONCLUSION: We believe that the main factors in the success of our course are the small group setting, the benefits of spaced repetition and frequent quizzes, and the use of plastinated specimens in place of wet cadavers.

Evaluación de la formación ética en la psicología colombiana / Evaluation of Ethical Training in Colombian Psychology / Avaliação da formação ética em psicologia colombiana

Este artículo presenta los resultados de una investigación dirigida a evaluar la formación ética recibida en los estudios de psicología, que hizo parte del Proyecto "Razona-miento y juicio ético de profesionales de la psicología en Iberoamérica, estudio en Colombia". Para ello, se utilizó una metodología multimétodo con grupos focales en seis campos del ejercicio profesional, un cuestionario de datos sociodemográficos y una escala de valoración de la formación ética, adaptada de Pope et al. (1987). Respondieron la escala 528 psicólogas y psicólogos de diferentes regiones del país, la mayoría egresados después de la Ley 1090 de 2006. En los grupos foca-les participaron 44 psicólogas y 17 psicólogos, con experiencia en el respectivo campo disciplinar. El 86.3 % calificó como buena o excelente la formación recibida en el programa de grado, lo mismo que la mayoría de quienes la recibieron en programas de posgrado o de educación continua. En los grupos focales se comentaron las falencias de la formación ética en los programas académicos y se hicieron recomendaciones para orientarla a modelos situados, previa preparación de los docentes. Se resaltó la importancia del Colegio Colombiano de Psicólogos (Colpsic), en la función de promover espacios para análisis y discusión ética de casos, y la función de la Asociación Colombiana de Facultades de Psicología (Ascofapsi), en la promoción de una educación ética de calidad en los programas de psicología. Se discuten los resultados a la luz del proyecto y de la literatura especializada

An investigation aimed at evaluating the ethical ed-ucation received by psychologists is presented. This research is part of the project "Ethical reasoning and judgement of psychologists in Iberoamerica, a study in Colombia". A multi-method study was applied, with focus groups in six professional areas, a sociodemo-graphic data questionaire and a scale evaluating ethics education, adapted from Pope et al. (1987). The scale was responded by 528 psychologists from different parts of the country, most of them graduated after the Act 1090 of 2006. Participants in the focus groups were 44 females and 17 males, with experience in the respective professional area. Results showed that 86.3 % of the participants qualified as good or excellent the ethics education in their graduate program, similar to the majority who received ethics education in their postgraduate or continued education programs. In the focus groups, commentaries about deficiencies in the academic programs were made, and also recom-mendations to orient ethics education towards situat-ed models, with previous preparation of professors. The importance of the role of Colpsic ­Colombian Psychologists College­ in the promotion of spaces for ethical analysis and discusión, and of the role of Ascofapsi ­Colombian Association of Psychology Programs­ in promoting an ethical education of quality in the psychology programs were emphasized. Results are discussed in the light of the wider project and the specialized literature

Apresenta-se a investigação dirigida a avaliar a for-mação ética recebida nos estudos de psicologia, no marco do Projeto "Raciocínio e Julgamento Ético dos Profissionais da Psicologia na Ibero-América, Estudo na Colômbia". Utilizou-se uma metodologia multi-método, com grupos focais em seis campos do exercício profissional, um questionário de dados socio-demográficos e uma escala de valoração da formação ética, adaptada de Pope et al. (1987). Responderam a escala 528 psicólogas e psicólogos de diferentes re-giões do país, a maioria formados após a Lei 1090 de 2006. Nos grupos focais participaram 44 psicólogas e 17 psicólogos, com experiencia no respectivo campo disciplinar. O 86.3 % avaliaram como boa ou excelen-te a formação recebida no programa de grado, assim como a maioria daqueles formados em programas de pós-graduação e de educação contínua. Nos grupos focais se identificaram-se falências da formação éticas nos programas acadêmicos e fizeram-se recomendações para orientá-la a modelos situados, previa preparação dos docentes. Destacou-se a importância do Colégio Colombiano de Psicólogos (Colpsic) na função de promover espaços para analisar e discutir eticamente casos, e a função da Associação Colombiana de Fa-culdades de Psicologia (Ascofapsi) na promoção da educação ética de qualidade nos estudos de psicologia. Discutiram-se os resultados à luz do projeto maior e da literatura especializada

Aprendizaje basado en problemas para la enseñanza de las ciencias naturales / Problem-based learning for the teaching of natural sciences

RESUMEN El objetivo del presente estudio está dirigido a analizar los presupuestos teóricos acerca del aprendizaje basado en problemas como metodología activa para la enseñanza de las ciencias naturales en la Educación Superior cubana. Se realizó una revisión bibliográfica en la que se consideraron artículos originales y de revisión publicados entre 2000 y 2020 a partir de los descriptores aprendizaje basado en problemas, aprendizaje por descubrimiento y construcción, aprendizaje basado en proyectos y en retos. La búsqueda fue realizada en las bases de datos SciELO y Google académico de abril a junio de 2020, en función del establecimiento de los presupuestos teóricos y metodológicos de una investigación desarrollada en el Departamento de Química de la Facultad de Ciencias Aplicadas perteneciente a la Universidad de Camagüey Ignacio Agramonte Loynaz. Se concluye que resulta pertinente asumir por parte del profesor esta metodología, ya que se concreta en una gestión docente enfocada en el aprendizaje centrado en el estudiante, por consiguiente, es necesario seguir investigando en esta temática y proceder al desarrollo y la aplicación de instrumentos que permitan evaluarla de modo fiable y eficaz.

ABSTRACT The objective of the actual research is to analyze the theoretical bases about problem-based learning as an active methodology for the teaching of natural sciences in Cuban Higher Education. With the descriptors learning based on problems, learning by discovery and construction, learning based on projects and challenges, a bibliographic review was carried out in which original and review articles published between 2000 and 2020 were considered. The search was carried out in the databases of SciELO and Google academic data from April to June 2020. It is concluded that it is pertinent to assume this methodology by the teacher, since it is specified in a teaching management focused on student-centered learning, therefore, it is necessary to continue investigating in this area and proceed to the development and application of instruments that allow them to be evaluated reliably and effectively.

Adaptación de la metodología didáctica a la virtualidad en los cursos de procesamiento técnico de la Escuela de Bibliotecología y Ciencias de la Información de la Universidad de Costa Rica / Adaptation of the didactic methodology to virtuality in the technical processing courses of the School of Library and Information Sciences of the University of Costa Rica

Resumen Este artículo tiene la finalidad de identificar la percepción estudiantil ante la adaptación de la metodología didáctica a la virtualidad en los cursos de procesamiento técnico BI-2001 Catalogación I y BI-3001 Indización, de la Escuela de Bibliotecología y Ciencias de la Información de la Universidad de Costa Rica, durante el I Ciclo lectivo del 2020. Para alcanzar dicho objetivo se realizó una investigación de tipo cuantitativa en la que se aplica un cuestionario en línea para analizar aspectos como el acceso que poseen a las clases virtuales y percepción respecto a las metodologías didácticas aplicadas. Se evidencia que contar con un adecuado acceso a internet es fundamental para continuar con el proceso educativo bajo la modalidad virtual, así como la importancia de adaptar los materiales didácticos y las evaluaciones que tradicionalmente se realizaban de manera presencial, considerando los factores que intervienen en la educación virtual.

Abstract This article identify the student perception of the adaptation of the didactic methodology to virtuality in the technical processing courses BI-2001 Cataloging I and BI-3001 Indexing, at the School of Library and Information Sciences of the University of Costa Rica, during the I school year of 2020. To achieve this objective a quantitative research was carried out in which an online questionnaire was applied to analyze aspects such as the access they have to virtual classes, perception regarding the applied didactic methodologies. It is observed that having an adequate internet access is essential to continue with the educational process under the virtual modality, as well as the importance of adapting the didactic materials and assessments that were traditionally carried out in person, considering the factors that intervene in the virtual education.

Metodologias de ensino do karatê-do shotokan para crianças / Shotokan karatê teaching methodologies for children / Metodologías para enseñar karate-do skhotokan a niños

O presente artigo tem como objetivo, caracterizar as diferentes metodologias de ensino do Karatê-Do Shotokan para crianças. Utilizando-se de uma pesquisa realizada de forma indireta, por meio de uma revisão bibliográfica. Onde encontrou-se, que as lutas são manifestações elementares da cultura corporal, sofrendo ao longo do tempo constantes modificações, culminando no surgimento de inúmeras lutas ou artes marciais. Entre elas o Karatê-Do Shotokan, tendo como forma tradicional de ensino os três K, pautado no método analítico. Entretanto, no processo de ensino torna-se importante permitir conhecimentos da ciência e da pedagogia do esporte, através das dimensões do ensino e de métodos de ensino global das lutas. E concluiu-se, que para a evolução das crianças no Karatê-Do Shotokan é necessário se pensar em mecanismos pedagógicos, com objetivos claros e concretos, utilizando dos métodos parcial e global, fundamentados nas dimensões do ensino.

This article aims to characterize the different teaching methodologies of Karate-Do Shotokan for children. Using an indirect research, through a bibliographic review. Where it was found, that fights are elementary manifestations of body culture, undergoing constant changes over time, culminating in the emergence of numerous fights or martial arts. Among them the Karate-Do Shotokan, having the three K as a traditional teaching method, based on the analytical method. However, in the teaching process it is important to allow knowledge of science and sport pedagogy, through the dimensions of teaching and methods of global teaching of struggles. And it was concluded that for the evolution of children in Karate-Do Shotokan it is necessary to think about pedagogical mechanisms, with clear and concrete objectives, using partial and global methods, based on the dimensions of teaching.

Este artículo tiene como objetivo caracterizar las diferentes metodologías de enseñanza del Karate-Do Shotokan para niños. Mediante una investigación indirecta, a través de una revisión bibliográfica. Donde se encontró, que las peleas son manifestaciones elementales de la cultura corporal, que experimentan cambios constantes a lo largo del tiempo, culminando con el surgimiento de numerosas peleas o artes marciales. Entre ellos el Karate-Do Shotokan, que tiene las tres K como método de enseñanza tradicional, basado en el método analítico. Sin embargo, en el proceso de enseñanza es importante permitir el conocimiento de la pedagogía científica y deportiva, a través de las dimensiones de la enseñanza y los métodos de enseñanza global de las luchas. Y se concluyó que para la evolución de los niños en Karate-Do Shotokan es necesario pensar en mecanismos pedagógicos, con objetivos claros y concretos, utilizando métodos parciales y globales, basados en las dimensiones de la enseñanza.

Digital Learning Games for Mathematics and Computer Science Education: The Need for Preregistered RCTs, Standardized Methodology, and Advanced Technology.

In today's digital information society, mathematical and computational skills are becoming increasingly important. With the demand for mathematical and computational literacy rising, the question of how these skills can be effectively taught in schools is among the top priorities in education. Game-based learning promises to diversify education, increase students' interest and motivation, and offer positive and effective learning experiences. Especially digital game-based learning (DGBL) is considered an effective educational tool for improving education in classrooms of the future. Yet, learning is a complex psychological phenomenon and the effectiveness of digital games for learning cannot be taken for granted. This is partly due to a diversity of methodological approaches in the literature and partly due to theoretical and practical considerations. We present core elements of psychological theories of learning and derive arguments for and against DGBL and non-DGBL. We discuss previous literature on DGBL in mathematics education from a methodological point of view and infer the need for randomized controlled trials for effectiveness evaluations. To increase comparability of empirical results, we propose methodological standards for future educational research. The value of multidisciplinary research projects to advance the field of DGBL is discussed and a synergy of Affective Computing and Optimal Experimental Design (OED) techniques is proposed for the implementation of adaptive technologies in digital learning games. Finally, we make suggestions for game content, which would be suitable for preparing students for university-level mathematics and computer science education, and discuss the potential limitations of DGBL in the classroom.

Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners.

Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).

Using Inquiry-Based Learning to Enhance Immunology Laboratory Skills.

A challenge in teaching immunology in the undergraduate laboratory is to encompass the many varied skills that need to be applied when performing an investigative study of such a complex area. It requires background knowledge, data analysis skills, critical thinking, and design capacities to include relevant controls and applications of particular techniques to answer a research question. It also requires strong technical skills. One such approach is to use inquiry-based learning which allows students a more proactive and integrative role in their learning. In one of our final year immunology units we have incorporated an inquiry-based exercise that runs across four 5-hour sessions. Students are given two cornerstone immunology techniques (ELISA and a flow cytometry-based cytokine bead array), which they use to formulate a study investigating inflammation. Stage one is to design the experiment with some guidance from teaching staff, stage two is to perform the experiment, and then finally students are required to analyze the data, apply appropriate statistics, and write a report outlining their findings. This approach provides students ownership of the process and allows them the opportunity to investigate a real-world problem rather than just attempting to obtain the expected "correct answer." Feedback from both students and staff has been positive with strong engagement and high quality reports produced.

Violência nas escolas em debate: reflexões docentes em um contexto ultraconservador / Debating violence in schools: teachers’ reflections in an ultraconservative context / Violencia en las escuelas en discusión: reflexiones de los docentes en un contexto ultraconservador

Este trabalho discute estratégias e metodologias criadas e reinventadas por professores e professoras para trabalhar, em suas turmas, questões relacionadas a violência, desigualdades sociais e preconceito, pensando suas inserções no ambiente escolar. No atual contexto político, que tem fortalecido perspectivas ultraconservadoras e dificultado os debates sobre diversidades nas escolas, por meio da promoção do pânico moral na sociedade, os professores pesquisados sinalizam a necessidade de reflexão sobre esses temas em sala de aula, uma vez que estes já estão presentes nas relações escolares. A partir da realização de entrevistas com profissionais de um colégio da rede pública, buscamos compreender a reinvenção das estratégias docentes para o trabalho com tais temas, de maneira a promover debates entre estudantes em um contexto de crescente vigilância social e familiar sobre as práticas escolares.

This work discusses strategies and methodologies created and reinvented by teachers to deal, with violence, social inequalities and prejudice, designing their insertions in the school environment. In the current political context, which has strengthened ultraconservative perspectives and hampered the debates about school diversity through the promotion of moral panic in society, the teachers who were researched signaled the need for reflection on these themes in the classroom, due to the fact that they are already present in the school relations. Based on interviews with teachers from a governmental supported public school, we meant to understand the reinvention of teaching strategies to work with such topics, in order to promote debates among students in a context of increasing social and family surveillance over school practices.

Este artículo discute estrategias y metodologías creadas y reinventadas por los maestros para trabajar en sus clases temas relacionados con la violencia, desigualdades sociales y prejuicios, pensando en sus inserciones en el ambiente escolar. En el contexto político actual, que ha fortalecido las perspectivas ultraconservadoras y ha obstaculizado los debates sobre la diversidad en las escuelas al promover el pánico moral en la sociedad, los maestros encuestados señalan la necesidad de reflexionar sobre estos temas en el aula, ya que están presentes en las relaciones escolares. A partir de entrevistas con maestros de una escuela pública, buscamos comprender la reinvención de estrategias de enseñanza para trabajar con tales temas, con el fin de promover debates entre los estudiantes en un contexto de creciente vigilancia social y familiar sobre prácticas escolares.

Learning by teaching basic life support: a non-randomized controlled trial with medical students.

BACKGROUND: Cardiopulmonary resuscitation is usually taught in universities through theoretical lectures and simulations on mannequins with low retention of knowledge and skills. New teaching methodologies have been used to improve the learning, placing the student at the center of the process. Likewise, the outside community knows next to nothing about cardiopulmonary resuscitation. Patients who have an out-of-hospital cardiac arrest will die if the effective maneuvers are not promptly done. Learning by teaching could be a way to answer both requirements. It was therefore decided to evaluate whether the medical students' cardiopulmonary resuscitation performance would improve when they teach other people, and if those people could learn with them effectively. METHODS: A non-randomized controlled trial was designed to assess whether teaching Basic Life Support would increase students' learning. Socially engaged, seeking to disseminate knowledge, 92 medical students were trained in Basic Life Support and who subsequently trained 240 community health professionals. The students performed theoretical and practical pre- and post-tests whereas the health professionals performed theoretical pre- and post-tests and one practical test. In order to assess the impact of teaching on students' learning, they were divided into two groups: a case group, with 53 students, reassessed after teaching health professionals, and a control group, with 39 students, reassessed before teaching. RESULTS: The practical students' performance of the case group went from 13.3 ± 2.1 to 15.3 ± 1.2 (maximum = 17, p < 0.001) and theoretical from 10.1 ± 3.0 to 16.4 ± 1.7 (maximum = 20, p < 0.001) while the performance of the control group went from 14.4 ± 1.6 to 14.4 ± 1.4 (p = 0.877) and from 11.2 ± 2.6 to 15.0 ± 2.3 (p < 0.001), respectively. The theoretical performance of the health professionals changed from 7.9 ± 3.6 to 13.3 ± 3.2 (p < 0.001) and the practical performance was 11.7 ± 3.2. CONCLUSIONS: The students who passed through the teaching activity had a theoretical and practical performance superior to that of the control group. The community was able to learn from the students. The study demonstrated that the didactic activity can be an effective methodology of learning, besides allowing the dissemination of knowledge. The University, going beyond its academic boundaries, performs its social responsibility.

Interactive Lecture in the Dissection Hall: Transforming Passive Lecture into a Dynamic Learning Experience.

Traditionally, cadaver dissection and didactic lectures have formed the mainstay of teaching gross anatomy, but, apathy of the learners toward didactic lectures and reduction in the time allotted for teaching anatomy have necessitated adoption of interactive teaching methods that require lesser student contact time. In this study, for two consecutive years, first-year medical students were taught selected gross anatomy topics using Interactive Lecture in the Dissection Hall (ILDH). Instead of discarding the traditional methods, ILDH combined the two into a single, cohesive, interactive session, to teach the topic through multiple, short, segments of lecture alternating with interactive demonstration on the specimen. This method emerged by combining the insight gained from the newer teaching methods and reasoning from the cognitive load theory and contiguity principle. Students' performance after ILDH was assessed by a test and was compared with the performance after conventional method of teaching. Students' perception toward ILDH was assessed by a questionnaire. Students perceived that ILDH not only helped them in understanding the concepts better (97.7%), but, was also a better learning experience (99.2%). Majority felt that ILDH should be made an integral part of teaching anatomy (97.7%). Students' performance in the test after the unified approach of ILDH was significantly better than with the split-source format of conventional methods. Students' satisfaction, improved scores, and time efficiency indicate that ILDH may be an optimum method for teaching selected topics in anatomy.

Knowledge About the Relation Between Tobacco and Disease and the Attitude Toward Advising the Cessation of Its Consumption Among a Group of Spanish Dental Students.

Tobacco is one of the leading causes of preventable death in the developed world. Smoking is associated with a large number of oral pathologies, such as cancer and periodontitis. Dental professionals can play a key role in preventing these health problems. The objectives of this study were (1) to analyze tobacco consumption habits among a group of Spanish dental students, and (2) to assess their knowledge, perceptions, and attitudes regarding procedures to help patients quit smoking. A cross-sectional descriptive study was carried out at the Faculty of Medicine and Dentistry of Santiago de Compostela (Galicia, Spain). Three validated questionnaires were distributed, and the obtained data was processed using SPSS. One hundred twenty out of 220 surveys were completed. Of the students, 18.3% were smokers and the average number of smoked cigarettes per day was 7.5. Tobacco dependence and the intention to give up the habit were low (Fagerström Test) and doubtful (Richmond test), respectively. The majority of students (94.2%) considered it appropriate to promote tobacco use cessation (TUC) activities. A great divergence of criteria regarding tobacco-associated pathologies was found among courses. This article provides positive data about the motivation of dental students to implement TUC strategies. Nevertheless, the usefulness of these interventions makes it necessary to modify the university curricula in order to improve the education on this issue to reduce the incidence of future health problems.

Low fidelity model making activity by students: A novel way of learning concepts of neuroanatomy.

Teaching and learning anatomy has always been an integral part of medical education. Teaching neuroanatomy has always faced innate and contextual challenges therefore various innovative teaching-learning methods have been devised on the idea of engaging learners in meaningful learning activities through apt guidance, communication among peers and cluster activities. The present study aims at such an innovative method. The study was conducted in practical sessions of first year MBBS at the Institute during second semester. Neuroanatomy topic selected for present study was 'Neural Pathways/tracts'. Participants were divided into 8 groups and each was allotted a specific activity related to a particular cross-sectional level and allowed to build with the material provided by the department. Student feedback was taken through a structured questionnaire. 81 and 82.4% of students stated that the activity was clearly explained and should be offered more frequently in curriculum. The activity also developed a positive attitude and good coordination amongst peers with increase in communication skills (89.1%, 91.8%, 89% respectively). 87.8% of students agreed that small group learning is better than didactic lectures in neuroanatomy. In current medical scenario with reduced anatomy teaching hours and a continuous pressure on undergraduates, a low-cost learning intervention formulated to deliver a complex 3-D model of tracts passing through various parts of nervous system by simple materials would show better access and understanding of the tracts with improvement of 3D visualization skills.

Utilización de aprendizaje basado en equipos, como metodología activa de enseñanza de farmacología para estudiantes de Enfermería / The use of equipment-based learning as an active methodology teaching for pharmacology to Nursing studen

Introducción: el cambio de la sociedad desde una economía basada en la industria a una sustentada en el conocimiento, genera un cambio de paradigma en educación. Esto lleva a las universidades a modificar sus modelos educativos y formar profesionales capaces de responder a las necesidades del entorno. Esta propuesta exige cambiar las estrategias tradicionales de enseñanza-aprendizaje a metodologías activas e innovadoras. Team based learning es un alternativa innovadora que mezcla aspectos de docencia tradicional con los beneficios del trabajo en grupos pequeños dentro de cursos numerosos. Objetivo: dar a conocer la experiencia del uso de Team based learning como metodología activa de aprendizaje en la asignatura de farmacología para estudiantes de enfermería. Métodos: se utilizó un diseño de estudio experimental en una población de 96 estudiantes de enfermería, los cuales fueron divididos en tres grupos de 32 estudiantes cada uno. Se consideró dos grupos control y un grupo experimental. El análisis del efecto del uso de Team based learning se evaluó de forma cuantitativa y cualitativa. Resultados: los estudiantes que realizaron Team based learning obtuvieron mejores calificaciones al ser comparados con los estudiantes que utilizaron metodología tradicional. Los estudiantes, del grupo experimental, manifestaron su alto grado de satisfacción por el uso de Team based learning, ya que estimuló su aprendizaje y además, favoreció el trabajo en equipo. Conclusiones: Team based learning es una metodología de enseñanza aprendizaje que promueve el autoaprendizaje y el trabajo en equipo, ello se traduce en mejores resultados académicos, es una herramienta bien aceptada por los alumnos y considerada una forma divertida y dinámica de aprender(AU)

Introduction: The change of society from an industry-based to a knowledge-based economy generates a paradigm shift in education. This leads universities to modify their educational models and train professionals able to respond to the needs of the environment. This proposal requires changing traditional teaching-learning strategies to active and innovative methodologies. Team based learning is an innovative alternative that mixes aspects of traditional teaching with the benefits of working in small groups within numerous courses. Objective: To present the experience of the use of Team based learning as an active learning methodology in the subject of pharmacology for nursing students. Methods: An experimental study design was used in a population of 96 nursing students, who were divided into three groups of 32 students each. Two control groups and one experimental group were considered. The analysis of the effect of using Team based learning was quantitatively and qualitatively assessed. Results: The students who performed Team based learning obtained better marks when compared to students who used the traditional methodology. The students of the experimental group expressed their high satisfaction with the use of Team based learning, since it stimulated their learning and also favored teamwork. Conclusions: Team based learning is a teaching-learning methodology that promotes self-learning and teamwork, which is translated into better academic outcomes, is a tool well accepted by students and considered a fun and dynamic way to learn(AU)

Awareness of Undergraduate Dental and Medical Students Towards Oral Cancer.

Oral cancer is a common malignancy in Nepal and many other South East Asian countries, which is predisposed by a variety of potentially malignant oral diseases. Considering the importance of knowledge of health professionals and their role in early diagnosis and reduction of cancer statistics, this study aims to evaluate the awareness of undergraduate dental and medical students towards oral cancer. The study involved undergraduate dental and medical students of BP Koirala Institute of Health Sciences, Nepal. A self-administered questionnaire adapted from Carter to Ogden was distributed. One hundred forty-three dental and 311 medical students responded to the questionnaire. Significantly more dental (80.4 %) than medical students (36.0 %) were found to routinely examine the oral mucosa. Tobacco smoking and chewing were the most commonly recognized risk factors by both medical and dental students. Most of the students found ulcer as the common change associated with oral cancer. Only 30 out of the total students felt very well informed about oral cancer. This study has demonstrated a lack of awareness in some aspects of oral cancer among medical and dental students which highlights the need to frame new teaching methodologies. Similar studies from other health institutions would provide an insight regarding the same and could be a base for formulating a uniform curriculum in the implementation of knowledge regarding oral cancer.

Portfolio as a tool to evaluate clinical competences of traumatology in medical students.

This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students' portfolios were blind evaluated by four professors who annotated the existence (yes/no) of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48), but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5%) were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching.