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Educación Médica

versión impresa ISSN 1575-1813


GAL-IGLESIAS, B.; BUSTURIA-BERRADE, I. de  y  GARRIDO-ASTRAY, M.C.. Novel methodologies applied to Physiology and Anatomy teaching: comparison with traditional teaching. Educ. méd. [online]. 2009, vol.12, n.2, pp.117-124. ISSN 1575-1813.

Introduction. The integrated study of Anatomy and Physiology is mandatory in Health Sciences careers. The adaptation of these topics to the Bolonia paradigm in Europe is a methodological challenge due to the curricular complexity and specific competencies profiles involved. Aims. To evaluate a mixed methodology in the Physiology and Anatomy teaching aimed to measure knowledge and competencies. We also propose an evaluation scale to score learning. Subjects and methods. Data were gathered from a control group (classical methodology: lectures) which was compared with an experimental group (mixed methodology: problem-based learning (PBL), clinical cases, team working and lectures) in the Podiatric School at the Universidad Europea de Madrid. Knowledge was measured with multiple choice exams and PBL, clinical cases and team working evaluation. Results. We show that the students gain knowledge and competences during the academic course using a new mixed methodology for teaching. In contrast to the control group, knowledge in the experimental group stabilizes over the academic course making individual differences between the students insignificant. This homogenization becomes evident as a lower variability of the average scores of the experimental group and gives support to the value of a mixed methodology for students with more difficulties. There is a strong linear regression between class attendance and exam scores, confirming the importance of face-to-face supervision for learning. Conclusions. A mixed methodology for Physiology and Anatomy teaching allows the students to acquire abilities and competencies, also helping to equilibrate individual differences during the learning process.

Palabras clave : Anatomy; Competences; Innovation; Physiology; Problem-based learning; Teaching.

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