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ISSN 1561-2902 (Electronic)

2018, Number 3

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Revista Cubana de Educación Médica Superior 2018; 32 (3)

Academic impact of a flipped-classroom strategy in Anatomy

Aldana ORA, Bula CAF, Arias LLA, Aldana BDM

Language: Spanish
References: 22
Page: 61-67
PDF size: 208.79 Kb.


ABSTRACT

Introduction: Anatomy, like the rest of basic sciences, has been losing space in the curricula worldwide, a reason why it is necessary to encourage strategies for promoting autonomous and collaborative student work.
Objective: To evaluate the impact of techno-pedagogical strategies on the training of physicians for the subject of anatomy.
Methods: All the third-semester students of the Medical School at University of La Sabana were chosen, in the module of osteo-muscular-articular system, which contains two modules: lower member and upper member, respectively. We implemented the flipped-classroom strategy with upper limb module, while the lower limb module was applied the classical strategy. The written test was applied to each of the modules and the notes obtained by the group were analyzed.
Results: The median for the lower limb module's written test was 2.84, while that for the upper limb module was 3.05, with a statistically significant difference (p= 000), showing obtention of better academic results.
Conclusions: The strategy has shown to have an important effect on carrying out discussions, projects in small groups and improving student-teacher interaction. Additionally, it allows the students to take control of their learning, allowing them to make revisions of the theory in their time and avoiding long master classes that often do not achieve their objectives.


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