Introduction:In general, the evaluation of the university students is carried out some days after the lessons were taught. The aim of our study was to establish how much influence the way of transmitting information and other environmental factors (the number of students and the time) have on the immediate learning.Material and Methods: 66 students on the "Developmental Biology and Teratogeny" course took part in the study. At the end of a theory-practice activity an exam was given based on the matter taught during the session. We were looking for differences in performance based on differences in the teaching method, the type of questions asked, the number of students per session, and the time at which the session was held.Results: Bett er results were obtained for the content that had been taught without audiovisual suppor t; for the questions for which the students had to define concepts and for the questions that they had to answer with words less complex and with less difficult phonetically. Better results were also obtained by the students who did the session in the first afternoon time slot, in comparison with those who did the session later in the afternoon.Conclusions: The methodology that enabled the students to perceive the non-verbal communication
En nuestros días se está cumpliendo el decimoquinto aniversario de la "Revista Medicina y Cine" hecho que tenemos que celebrar por diversos motivos, pero especialmente por su contribución a fomentar la presencia de las humanidades en los estudios en ciencias de la salud o en la actividad de los profesionales de dichas disciplinas.
Introduction: Personal study is fundamental to the consolidation of knowledge and learning. In our study we have established the degree of improvement achieved after personal study by comparing it with that obtained immediately after a learning experience 1 . Material and Methods: 66 students on the course the "Developmental Biology and Teratogeny" took part in the study. They did a test immediately after a theorypractical activity, and this same test was then repeated as part of the final evaluation of the course. We observed the degree of learning improvement achieved in both of these tests based on the nature of the questions and the time that had passed between the two tests. Results: The results were always better in the second test. It was superior in the learning experience in which the students were more actively involved. When they had only to observe, the questions taught without audiovisual support improved more than other ones where this methodology was used. The increase in learning was particularly apparent in questions that they had to answer with words less complex and with high difficult phonetically. The time lapse between the tests had no significant impact on the level of improvement. Conclusions: Personal study allows for a general improvement in learning regardless of the degree of difficulty which is perceived in immediate learning.
La Revista de Medicina y Cine (RMC) se creó en el año 2005 con la finalidad de mostrar la importancia del arte cinematográfico en su relación con la Medicina o con otras profesiones sanitarias. Con el paso del tiempo la revista fue abriéndose al encuentro entre otras disciplinas artísticas, como la literatura o las artes plásticas, con las ciencias de la salud y en estos momentos puede considerarse como un auténtico foro de humanidades médicas.
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