Chang-Segura J

Language: Spanish
References: 6
Page: 26-34
PDF size: 591.77 Kb.

ABSTRACT

Introduction: Medical students usually perceive neurosciences as one of the most complicated medical specialties to learn. They consider the subject as complex and have difficulties understanding the theory which in turn impedes the application of what they have learned. The term “neurophobia” describes the fear of neuroscience and clinical neurology that medical students develop with the subsequent incapacity to apply their basic sciences knowledge to clinical practice. This eventually produces a paralysis of thought at the moment of action. In Costa Rica there is a great deficit of neurologists, therefore primary care physicians must have appropriate neurological knowledge in order to provide a satisfactory approach to patients with common neurological disorders.
Materials and Methods: A collaborative learning strategy was used to teach neuroanatomy to second year medical students. This teaching proposal arouse from the didactics course of the University of Costa Rica. The collaborative learning strategy applied in the classroom was used to solve neurological clinical scenarios. After receiving an elemental introduction to the subject by the professor, the students were given an assignment. They were asked to form small groups in which they could discuss and try to solve their clinical cases. The students were expected to complete this task by helping each other and making sure that everyone in the group understood the neuroanatomical principles that led to the solving of the case. Furthermore, the students were given bibliographic resources a week prior to the lecture. After the collaborative learning strategy was done, the students presented to the classroom their approach to the clinical case and received feedback from the professor. At the end every student filled out a survey regarding their thoughts about the learning strategy in order to assess whether it had been helpful.
Results: Regarding the results from the evaluation of the didactic strategy, 81.5% of the students considered that preparing and studying the subject prior to the lecture improved the process of learning within the classroom. Additionally, 88.89% of the students acknowledged that the clinical cases resolution strategy helped them to better understand the topic. Finally, 92.59% of the students admitted that using real-time interaction tools (such as Kahoot!) collaborated with their learning process and stimulated their participation.
Conclusions: The collaborative learning strategy allows an active involvement of the students during the theoretical lectures and provides a safe environment in which the students can work in groups and profess different opinions. Most student had a positive reaction towards collaborative learning and new didactic strategies.

REFERENCES

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3. Ridsdale L, Massey R, Clark L. Preventing neurophobia in medical students, and so future doctors. Pract Neurol [Internet]. 2007 Apr 1;7(2):116 LP-123. Available from: http://pn.bmj.com/content/7/2/116. abstract

4. Hernández A. Las Estrategias Didácticas en la Formación de Docentes. Primera Ed. San José, Costa Rica: Editorial de la Universidad de Costa Rica; 2009. 288 p.

5. Millis BJ. Materials presented at The University of Tennessee at Chattanooga Instructional Excellence Retreat. In Tennessee; 1996.

6. Johnson DW. Joining together: group theory and group skills. Novena Edi. MA: Allyn and Bacon; 2006. 651 p.