Monitorías en química: programa de acompañamiento para estudiantes de ciencias de la salud

Layton Jaramillo, Soraya Elena; Moncada, Ligia Inés

doi:10.15446/revfacmed.v71n4.103876

Cited by 1 publication

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Methodsmentioning

confidence: 99%

“…Since its creation, the BC course has reported high fail rates; 25 this gave rise to this study, orientated toward the transformation of the problem. The period 2011 to 2013 saw the development of the first phase, in which the reasons for the high fail rate in BC were diagnosed, 26 the results of which are summarized in Figure 1.…”

Section: Context and Research Phasesmentioning

confidence: 99%

“…12 The improvement of the academic results is also related to the different methods that comprise the evaluation process which, in accordance with 76.24% of the participants in the comprehensive teaching evaluation, always helped them to continue learning. When the assessment is carried out via a single method, as in BC, which mainly involved the application of a heteroevaluation based on rote contents, 26 students who are not very proficient for this type of evaluation are at a disadvantage, always obtaining the same negative results. 31 Coinciding with these results, recent studies 39 conclude that inequality in basic chemistry courses diminishes with the introduction of the diversification of assessment processes.…”

Section: Relationships Between the Course Characteristics And Academi...mentioning

confidence: 99%

See 2 more Smart Citations

Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry

Layton Jaramillo,

Villamil Villar,

Aguaded Ramírez

et al. 2024

J. Chem. Educ.

Self Cite

View full text Add to dashboard Cite

Training in chemistry is essential for undergraduate medical students; however, at the National University of Colombia, basic chemistry courses are associated with high fail rates and low academic performance with regard to first semester students, especially in vulnerable special admission populations. A longitudinal study was carried out via program evaluation methodology using quantitative and qualitative techniques to assess an innovative pedagogical strategy founded on context-based learning and different didactic and evaluative strategies employing information and communication technologies (ICT), which was tested on students of medicine by an interdisciplinary team of teachers in a new course. With the pedagogical strategy, a statistically significant improvement was observed in the academic performance of the students, with an increase in the mean grades that went from 3.61/5.00 to 3.95/5.00, a decrease of the fail rate from 15.50% to 3.48%, and the development of useful chemistry knowledge for the students during their training and for their professional lives. Furthermore, the study became an opportunity for collaborative learning among colleagues, favoring ongoing training of teaching staff and pedagogical innovation in professional learning communities.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Context and Research Phasesmentioning

confidence: 99%