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FEM: Revista de la Fundación Educación Médica

versión On-line ISSN 2014-9840versión impresa ISSN 2014-9832


MATUZ, Deyamira; HERNANDEZ, Diego; SOTO, Alejandro  y  CEA, Alicia. Discussion of clinical scenarios in collaborative teams promotes biochemistry learning. FEM (Ed. impresa) [online]. 2016, vol.19, n.3, pp.147-153. ISSN 2014-9840.

Introduction. Biochemistry is a difficult subject for physicians because it is taught far from medical practice. Hence, there is the need of developing strategies to link its learning to medical problems' solutions and to the development of competencies. Subjects and methods. We developed two exercises based in clinical scenarios in order to connect biochemical themes to some of the most prevalent health problems in our country. These scenarios were analyzed and discussed in a guided way by collaborative teams of students of three intervention groups from two succeeding generations of first year medical students. Learning obtained in these groups was compared with that obtained by students from three control groups that had oral conferences from their professors. Groups were equivalent in students' number and gender distribution. Learning was evaluated by multi choice tests and, in the intervention groups, the development of collaborative work and communication competences was evaluated by previously reported instruments. Results were statistically analyzed by a Student's t-test and one way ANOVA using SIGMA STATT program. Results. In general, intervention groups showed a better biochemical learning than control groups, despite it was not always consistent, probably due to the professor influence and some students' indifference (apathy). There was an improvement in the oral and written communication skills and in collaborative work in the students from the intervention groups. Conclusion. The use of clinical scenarios allows a better learning and correlation between biochemistry and the medical practice, which would help the development of competences.

Palabras clave : Biochemistry; Clinical scenarios; Collaborative teams; Competences; Learning.

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