Evaluación para el aprendizaje: experiencia en un curso teórico de pregrado en medicina

Pérez, Gonzalo; Kattan, Eduardo; Collins, Luz; Wright, Ana; Rybertt, Tomás; González, Agustín; Sirhan, Marisol; Solı́s, Nancy; Pizarro, Margarita; Arrese, Marco; Sarfatis, Alberto; Lustig, Nicole; Arab, Juan Pablo; Labarca, Jaime; Riquelme, Arnoldo

doi:10.4067/s0034-98872015000300007

Cited by 8 publications

(4 citation statements)

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“…Regarding the second objective, an instrument delivered across all courses in the SLT program, and across subsequent years was applied. Eight aspects were analysed: methodology, teachers, information sources, feedback, grades, organization, infrastructure and materials, and comprehensive evaluation of the course 30 . Students rated each aspect on a scale from 1 to 7.…”

Section: Part 2: Effect Of Incorporating Simulation Workhops In the Students' Course Evaluationmentioning

confidence: 99%

Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study

et al. 2021

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Purpose: this study had two aims: (1) Analyse students' perceptions of achieved learning in the simulation workshops implemented in multiple areas in a Speech and Language Therapy curricula, and (2) Establish the effect of incorporating simulation workshops in the students' comprehensive evaluation of the course. Methods: a survey on perceived learning was validated, including quantitative and qualitative sections, and applied to students that participated in the simulation workshops (n=241). Additionally, quantitative information from a survey of systematic application on the comprehensive perception of the courses that implemented workshops was analysed (n=277). Results: the quantitative section showed a positive perception of learning through the simulation workshop and coincided with the qualitative section's positive opinions. Additionally, the courses that implemented simulation workshops showed a positive evaluation in methodology, feedback, and organization. Conclusion: the students had a positive perception of the incorporation of clinical simulation workshops. The survey's sections provided complementary information regarding learning through clinical simulation.

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Section: Part 2: Effect Of Incorporating Simulation Workhops In the Students' Course Evaluationmentioning

confidence: 99%

Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study

et al. 2021

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“…Se aplicó una encuesta al final de cada capítulo, que se utiliza en todos los cursos teóricos y prácticos de la EMPUC, posterior a la evaluación final 8 . Se accedió al informe de cada capítulo realizado por el CEM, donde se resume el promedio de las respuestas de los alumnos de un mismo período en un único documento (datos por curso anonimizados, sin respuestas individuales).…”

Section: Encuesta De Evaluación Del Capítulo En Base a La Percepción De Los Alumnosunclassified

“…Desde el 2011 se inició una transición desde un enfoque de evaluación del aprendizaje a uno para el aprendizaje ("evaluación para el aprendizaje"). 8 La intervención contempló el reemplazo de las evaluaciones sumativas de "Tubo digestivo" y "Hepatología" (50% de la nota final cada una) por evaluaciones intermedias (10% de la nota final cada una). Las evaluaciones sumativas son seguidas por sesiones de feedback dirigidas por el profesor a cargo del capítulo, en las que el alumnado puede aclarar dudas respecto a las preguntas de las pruebas u otras interrogantes que hayan surgido a lo largo del capítulo.…”

Section: Evaluaciónunclassified

Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina

et al. 2020

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implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity. Aim: To describe the implementation and results of curricular innovation in the Theoretic Gastroenterology Course (CTG) imparted between 2008 and 2020. Materials and Methods: The new teaching methods consisted in the implementation of interactive sessions, research conferences, video-recorded classes, and a learning management/assessment platform. An assessment of the learning model was implemented. As bibliographic material we incorporated self-instructive material and the CTG manual was re-edited. We registered the course syllabi, evaluation surveys, and final grades. Results: Students dedicated more time to attend the course, from 12.2 hours before to 18 hours after the implementation of video lessons (p < 0.05). They reported improvements in the areas "Feedback" (from 6.2 to 6.6, on a scale of 1 to 7; p < 0.05) and "Grades" (from 6.3 to 6.4; p < 0.05), after implementing a learning model assessment. The score for "Information sources" increased from 6.5 to 6.6 after the re-edition of the manual (p < 0.05). The final grades were similar or significantly higher than the average grades of all the theoretical courses imparted in the same period. Conclusions: The CTG underwent a series of curricular modifications, allowing for a rapid adaptation to extremely dynamic academic conditions.

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“…Desde el año 2007, la Escuela de Medicina de la Pontificia Universidad Católica de Chile (EM-PUC) decidió integrar dentro de su currículo de pregrado el portafolio, como método de apoyo al aprendizaje independiente, con el fin de potenciar la participación activa de los estudiantes y trabajo con pares [6][7][8][9] , entregar herramientas básicas en investigación y favorecer la autonomía en su formación profesional 10 . Por otro lado, el proyecto incluyó un cambio de un sistema de "evaluación del aprendizaje" hacia una "evaluación para el aprendizaje", siendo el alumno el eje central de este proceso [11][12][13][14] .…”

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Portafolio en pregrado de Medicina: impacto educacional a 10 años de su implementación

et al. 2019

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Educational impact after 10 years of implementation of a portfolio for undergraduate medical students Background: A portfolio is a compilation of academic work that demonstrates student's knowledge, reflection and critical thinking. Aim: To describe the development and implementation of an undergraduate portfolio in the School of Medicine at the Pontificia Universidad Católica de Chile, its temporal evolution and its educational impact after 10 years of experience. Material and Methods: The development and implementation of a portfolio for 4 th-year undergraduate medical student was analyzed. Its design, teaching and learning methodologies, results and perceptions of students and teachers were assessed. The educational impact was measured using Kirkpatrick´s levels. Results: A total of 1,320 students participated between 2007 and 2017, supported by six teachers and 190 assistant-students. The portfolio included clinical cases, narrative medicine, palliative care and evidence-based medicine (EBM). The overall student's perception was positive, highlighting the development of critical analysis, clinical reasoning and professionalism. The delivery of feedback and learning assessment, allowed students to obtain excellent grades. There were only two cases of plagiarism reported. Fifteen EBM articles and two books with 52 narrative medicine essays were published. The greatest organizational impact of this teaching innovation, was that it evolved to become an established and continuous assessment instrument in 10 consecutive years. Conclusions: This portfolio is a project with a high educational impact, with a favorable perception by students and tutors, excellent results related to grades, stimulating both scientific writing and reflective practice.

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Evaluación para el aprendizaje: experiencia en un curso teórico de pregrado en medicina

Cited by 8 publications

References 23 publications

Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study

Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study

Innovación docente: catorce años de experiencia en un curso teórico de pregrado en medicina

Portafolio en pregrado de Medicina: impacto educacional a 10 años de su implementación

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