Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina
Background: The School of Medicine of the Pontificia Universidad Católica de Chile implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity. Aim: To describe the implementation and results of curricular innovation in the Theoretic Gas...
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Sociedad Médica de Santiago
2020
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oai:scielo:S0034-988720200011016592021-04-04Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicinaBöhm,PaulineSoffia,AndrésDíaz,Luis AntonioVillagrán,IgnacioPizarro,MargaritaCollins,Luz MaríaRiquelme,ArnoldoMonrroy,Hugo Curriculum Educational Measurement Education, Premedical Students Teaching Background: The School of Medicine of the Pontificia Universidad Católica de Chile implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity. Aim: To describe the implementation and results of curricular innovation in the Theoretic Gastroenterology Course (CTG) imparted between 2008 and 2020. Materials and Methods: The new teaching methods consisted in the implementation of interactive sessions, research conferences, video-recorded classes, and a learning management/assessment platform. An assessment of the learning model was implemented. As bibliographic material we incorporated self-instructive material and the CTG manual was re-edited. We registered the course syllabi, evaluation surveys, and final grades. Results: Students dedicated more time to attend the course, from 12.2 hours before to 18 hours after the implementation of video lessons (p < 0.05). They reported improvements in the areas “Feedback” (from 6.2 to 6.6, on a scale of 1 to 7; p < 0.05) and “Grades” (from 6.3 to 6.4; p < 0.05), after implementing a learning model assessment. The score for “Information sources” increased from 6.5 to 6.6 after the re-edition of the manual (p < 0.05). The final grades were similar or significantly higher than the average grades of all the theoretical courses imparted in the same period. Conclusions: The CTG underwent a series of curricular modifications, allowing for a rapid adaptation to extremely dynamic academic conditions.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.148 n.11 20202020-11-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020001101659es10.4067/S0034-98872020001101659 |
| institution |
Scielo Chile |
| collection |
Scielo Chile |
| language |
Spanish / Castilian |
| topic |
Curriculum Educational Measurement Education, Premedical Students Teaching |
| spellingShingle |
Curriculum Educational Measurement Education, Premedical Students Teaching Böhm,Pauline Soffia,Andrés Díaz,Luis Antonio Villagrán,Ignacio Pizarro,Margarita Collins,Luz María Riquelme,Arnoldo Monrroy,Hugo Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| description |
Background: The School of Medicine of the Pontificia Universidad Católica de Chile implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity. Aim: To describe the implementation and results of curricular innovation in the Theoretic Gastroenterology Course (CTG) imparted between 2008 and 2020. Materials and Methods: The new teaching methods consisted in the implementation of interactive sessions, research conferences, video-recorded classes, and a learning management/assessment platform. An assessment of the learning model was implemented. As bibliographic material we incorporated self-instructive material and the CTG manual was re-edited. We registered the course syllabi, evaluation surveys, and final grades. Results: Students dedicated more time to attend the course, from 12.2 hours before to 18 hours after the implementation of video lessons (p < 0.05). They reported improvements in the areas “Feedback” (from 6.2 to 6.6, on a scale of 1 to 7; p < 0.05) and “Grades” (from 6.3 to 6.4; p < 0.05), after implementing a learning model assessment. The score for “Information sources” increased from 6.5 to 6.6 after the re-edition of the manual (p < 0.05). The final grades were similar or significantly higher than the average grades of all the theoretical courses imparted in the same period. Conclusions: The CTG underwent a series of curricular modifications, allowing for a rapid adaptation to extremely dynamic academic conditions. |
| author |
Böhm,Pauline Soffia,Andrés Díaz,Luis Antonio Villagrán,Ignacio Pizarro,Margarita Collins,Luz María Riquelme,Arnoldo Monrroy,Hugo |
| author_facet |
Böhm,Pauline Soffia,Andrés Díaz,Luis Antonio Villagrán,Ignacio Pizarro,Margarita Collins,Luz María Riquelme,Arnoldo Monrroy,Hugo |
| author_sort |
Böhm,Pauline |
| title |
Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| title_short |
Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| title_full |
Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| title_fullStr |
Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| title_full_unstemmed |
Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| title_sort |
innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina |
| publisher |
Sociedad Médica de Santiago |
| publishDate |
2020 |
| url |
http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020001101659 |
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