Garzón FR, Ortega RO, Ondo MA, del Riesgo PL, Castillo RF, Pinzón-Daza ML, Salamanca MAL

Language: Spanish
References: 0
Page: 31-44
PDF size: 323.57 Kb.

ABSTRACT

Introduction: Information and communication technologies (ICTs) have modified the way knowledge is transmitted and assimilated. In medical education, they are considered fundamental for the optimization of the teaching-learning process, to favor the appropriation and integration of knowledge, and to support classroom activities. An effective application of these tools requires the identification of the most difficult topics for students, allowing to precisely address their use for the solution of learning problems.
Methods: The Biochemistry topic with more difficulties was identified and a virtual tool was designed with animated slides, drawings and graphs that would address it. Students received conceptual guidance that they prepared and discussed with the professor. Later on, they accessed the tool to reinforce homework. The efficacy of the tool was evaluated on comparing the results of the evaluations before and after applying it and evaluated the students' attitude towards their use.
Results: The global difficulty index identified the metabolism of nitrogen compounds as a critical issue. The implementation of the tool increased the success in the intra- and inter-semester quizzes. The students' attitude towards the use of the tool was favorable, they considered it useful to reinforce their knowledge and to improve their academic training.
Conclusion: The use of the information and communication technologies in higher education favors the process of self-learning and raises the need for a greater integration or structured and adapted implementation of this type of tools to the students' environment.