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FEM: Revista de la Fundación Educación Médica
versión On-line ISSN 2014-9840versión impresa ISSN 2014-9832
Resumen
DIAZ-PLASENCIA, Juan A et al. Portfolio of clinical cases with flipped classroom and team-based learning on academic performance in an online module. FEM (Ed. impresa) [online]. 2022, vol.25, n.2, pp.53-61. Epub 23-Mayo-2022. ISSN 2014-9840. https://dx.doi.org/10.33588/fem.252.1178.
Introduction.
To determine the effectiveness of the electronic case-based portfolio combined with the flipped classroom and team-based learning on academic performance.
Subjects and methods.
Quasi-experimental pretest-post study of a single group carried out during the year 2020, in 15 medical students (6 men, 9 women) of an online module of surgical oncology at the Antenor Orrego Private University, Trujillo, Peru.
Results.
The average score of the theoretical exam at the end (13.8 ± 13.12) was significantly higher than that obtained at the beginning of the module (8.64 ± 2.29) (average increase of 5.17 ± 0.83; 95% confidence interval, 3.92 - 6.43; p <0.001). The average score in the virtual OSCE at the end of the module was 12.34 ± 2.21.
Conclusions.
The case-based electronic portfolio model combined with the flipped classroom and team-based learning is effective in academic performance in the teaching of surgical oncology.
Palabras clave : Academic performance; Case-based learning; E-portfolio; Flipped classroom and team-based learning; OSCE; Theoretical exam.
