Abstract

NEBOT-CEGARRA, Josep; CAMPILLO, Mercedes  and  PEREZ, Jorge. The influence of the teaching methodology on the immediate learning. Educ. méd. [online]. 2003, vol.6, n.1, pp.37-43. ISSN 1575-1813.

Introduction: In general, the evaluation of the university students is carried out some days after the lessons were taught. The aim of our study was to establish how much influence the way of transmitting information and other environmental factors (the number of students and the time) have on the immediate learning. Material and Methods: 66 students on the "Developmental Biology and Teratogeny" course took part in the study. At the end of a theory-practice activity an exam was given based on the matter taught during the session. We were looking for differences in performance based on differences in the teaching method, the type of questions asked, the number of students per session, and the time at which the session was held. Results: Better results were obtained for the content that had been taught without audiovisual support; for the questions for which the students had to define concepts and for the questions that they had to answer with words less complex and with less difficult phonetically. Better results were also obtained by the students who did the session in the first afternoon time slot, in comparison with those who did the session later in the afternoon. Conclusions: The methodology that enabled the students to perceive the non-verbal communication of the teacher (where audiovisual aids were not used) gave better results for immediate learning. The definition of concepts on the part of the students was better that the capacity to discern between them. The less complex terms were retained better than complex ones.

Keywords : Medical education; Evaluation; Learning; Nonverbal Communication; Embryology; Higher education.

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