López-Bárcena J, Morales-López S, Reynaga J, Abad J, Alcalá J, Cea A, Herrera P, Pedernera E, Sánchez-Bringas MG, Petra I

Language: Spanish
References: 4
Page: 105-109
PDF size: 49.33 Kb.

ABSTRACT

Introduction: The Medical school of the National Autonomous University of Mexico initiated the Integration Basic-Clinical Week that was designed by a multidisciplinary group with the purpose of offering first year medical students the opportunity of a significant learning experience. Methods: A case history of Mielomeningocele with a Chronic Renal Failure was elaborated, together with a guide for the student and a guide of the professor. The student had access via internet to this information. The student reviewed and discussed the case with his first year professors; later a professor of the clinical area participated. The activity was evaluated with a Lickert type questionnaire integrated by 19 closed items and 2 more open end questions, where point of view of the activity is asked from the student. The global percentages of answers from all the students were obtained as well as by group. Results: A total of 1098 students of the first year of medical school participated. In relation to the access to the material by Internet 898 (82%) expressed that they received it on time, and 686 (62%) considered that they had sufficient time to review the case in the classrooms; 882 (80%) considered the guides clear; 1,057 (96%) they considered that it was useful for learning; and 873 (80%) think that this exercise should be increased. In relation to if there was a clear association between the exercise and what they are learning in class was obtained 74% agreed and 66% considered that the professors was able to motivated them. The integration session with a professor of clinical area, 883 (80%) managed to integrate and apply to the knowledge when discussing the case, and 73% indicated that the clinician enthusiastically reviewed the case and motivated the group. Discussion: With the results in hand, we can affirm that the activity was well accepted, useful to the students and that the access by Internet to the information was good. The results show that this activity can and must be repeated and considered as a permanent part of the curriculum.

REFERENCES

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2. Donan T, Bundy C. What can experience add to early medical education? Consensus survey. British Medical Journal. 2004; 13: 329-346.

3. Walker SE. Active learning strategies to promote critical thinking. J Athl Train 2003; 38(3): 263-267.

4. Guía para la Primera Semana de Integración Básico-Clínica. Ed. Fac. Med. UNAM 2004.