Publication: Elaboración de material docente virtual para las prácticas de la asignatura de Microbiología del Grado de Podología
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2021-06
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Abstract
El aprendizaje mixto con la incorporación de nuevas tecnologías como vídeos cortos y cuestionarios online ha permitido mejorar el rendimiento, la satisfacción y el compromiso de los estudiantes. El objetivo de este Proyecto de Innovación Docente fue elaborar material docente virtual para las prácticas de la asignatura de Microbiología del Grado de Podología. Al inicio del curso se elaboró un cuestionario para valorar los conocimientos previos en materia de microbiología del alumnado. Posteriormente los alumnos se inscribieron de forma voluntaria a las prácticas de Microbiología eligiendo entre el formato virtual o presencial. El guion teórico de prácticas presenciales se adaptó a un formato virtual incorporando multitud de imágenes y ejemplos prácticos de las pruebas de diagnóstico microbiológico y centrados en dos áreas prioritarias de diagnóstico, las infecciones de pie diabético y las infecciones fúngicas en podología. Posteriormente, realizaron dos casos clínicos prácticos tanto en las prácticas presenciales como en las virtuales. Estos últimos debieron contestar un cuestionario sobre los casos prácticos así como valorar la actividad. Por último, los alumnos respondieron de nuevo al cuestionario de conocimientos planteado al inicio del curso académico. Todo el material fue subido al Campus Virtual para su consulta y resolución. De los 71 alumnos matriculados, 19 (26,8%) eligieron realizar las prácticas en formato virtual y 52 (73,2%) en formato presencial. Tanto las prácticas en formato virtual como presencial mejoraron el rendimiento de los alumnos, observándose un incremento significativo de 1,9 y de 2,0 en la calificación para el grupo de prácticas en formato virtual y presencial, respectivamente. No se observaron diferencias significativas entre ambos formatos (virtual y presencial) en la calificación obtenida después de realizar las prácticas. Se observó un nivel alto de participación de la actividad. Un 71,8% de los alumnos realizaron el cuestionario previo de conocimientos y un 66,2% realizaron el cuestionario de conocimientos después de las prácticas. La participación del alumno que eligió el formato presencial fue superior a la del alumno que eligió el formato presencial. El grado de satisfacción de las prácticas en formato virtual fue elevado ya que se obtuvo un valor medio de 4 sobre 5.
Blended learning with the incorporation of new technologies such as short videos and online questionnaires has improved student performance, satisfaction and engagement. The objective of this Teaching Innovation Project was to elaborate virtual teaching material for the practices of the Microbiology of the Podiatry Degree. At the beginning of the course, a questionnaire was developed to assess the students' prior knowledge of microbiology. Subsequently, the students voluntarily enrolled in the Microbiology practices, choosing between the virtual or face-to-face format. The theoretical script of face-to-face practices was adapted to a virtual format incorporating a multitude of images and practical examples of microbiological diagnostic tests and focused on two priority areas of diagnosis, diabetic foot infections and fungal infections in podiatry. Subsequently, they carried out two practical clinical cases in both face-to-face and virtual practices. The latter had to answer a questionnaire on the practical cases as well as assess the activity. Finally, the students responded again to the knowledge questionnaire posed at the beginning of the academic year. All the material was uploaded to the Virtual Campus for consultation and resolution. Of the 71 students enrolled, 19 (26.8%) chose to carry out the practices in virtual format and 52 (73.2%) in face-to-face format. Both the virtual and face-to-face practices improved student performance, observing a significant increase of 1.9 and 2.0 in the grade for the group of virtual and face-to-face practices, respectively. No significant differences were observed between both formats (virtual and face-to-face) in the qualification obtained after carrying out the practices. A high level of participation in the activity was observed. 71.8% of the students took the prior knowledge questionnaire and 66.2% took the knowledge questionnaire after the practices. The participation of the student who chose the face-to-face format was higher than that of the student who chose the face-to-face format. The degree of satisfaction of the practices in virtual format was high since an average value of 4 out of 5 was obtained.
Blended learning with the incorporation of new technologies such as short videos and online questionnaires has improved student performance, satisfaction and engagement. The objective of this Teaching Innovation Project was to elaborate virtual teaching material for the practices of the Microbiology of the Podiatry Degree. At the beginning of the course, a questionnaire was developed to assess the students' prior knowledge of microbiology. Subsequently, the students voluntarily enrolled in the Microbiology practices, choosing between the virtual or face-to-face format. The theoretical script of face-to-face practices was adapted to a virtual format incorporating a multitude of images and practical examples of microbiological diagnostic tests and focused on two priority areas of diagnosis, diabetic foot infections and fungal infections in podiatry. Subsequently, they carried out two practical clinical cases in both face-to-face and virtual practices. The latter had to answer a questionnaire on the practical cases as well as assess the activity. Finally, the students responded again to the knowledge questionnaire posed at the beginning of the academic year. All the material was uploaded to the Virtual Campus for consultation and resolution. Of the 71 students enrolled, 19 (26.8%) chose to carry out the practices in virtual format and 52 (73.2%) in face-to-face format. Both the virtual and face-to-face practices improved student performance, observing a significant increase of 1.9 and 2.0 in the grade for the group of virtual and face-to-face practices, respectively. No significant differences were observed between both formats (virtual and face-to-face) in the qualification obtained after carrying out the practices. A high level of participation in the activity was observed. 71.8% of the students took the prior knowledge questionnaire and 66.2% took the knowledge questionnaire after the practices. The participation of the student who chose the face-to-face format was higher than that of the student who chose the face-to-face format. The degree of satisfaction of the practices in virtual format was high since an average value of 4 out of 5 was obtained.