Publication: Creación de Material Interactivo por los estudiantes para fomentar su Pensamiento Crítico y Creativo
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2021-06-30
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Abstract
La capacidad de pensar de forma crítica y creativa son esenciales en los futuros graduados en Ciencias de la Salud.
Como docentes de los futuros farmacéuticos, nuestro objetivo es mejorar el pensamiento crítico, la creatividad y la promoción de un aprendizaje más profundo en nuestros estudiantes.
Mediante la introducción de una nueva actividad evaluable, la creación de videos por los estudiantes en grupos pequeños (máximo 3), pretendemos mejorar sus habilidades en la comprensión teórica, en el pensamiento crítico y creativo y en la presentación de los contenidos más relevantes de las materias de Farmacología y Farmacognosia.
Los vídeos son un medio con el que los estudiantes están muy familiarizados. Sin embargo, se utilizan habitualmente en la docencia como instrumentos de instrucción y de experiencia multisensorial, puestos a disposición del estudiante por parte de los profesores. Los vídeos para la docencia instructiva y las demostraciones se han venido utilizando durante muchos años. Sin embargo, progresivamente se está describiendo en la literatura de las metodologías docentes, la gran utilidad del uso de videos producidos por los estudiantes como una forma alternativa de evaluación.
Si hasta ahora creíamos en el aprendizaje "con" los vídeos, ahora nos planteamos el reto del aprendizaje "a partir de" los vídeos producidos por los estudiantes como una técnica de aprendizaje activo.
Se han descrito estudios en los que los estudiantes investigan un tema y producen vídeos para la presentación de sus investigaciones, en sustitución a las presentaciones (orales o escritas), más tradicionales, utilizadas para la evaluación.
Otros estudios describen cómo la información técnica se retiene a un ritmo mayor una vez que los estudiantes crean un vídeo en comparación con la enseñanza verbal de la técnica. Los estudiantes que producen videos demuestran un mayor nivel de comprensión de la técnica que los estudiantes a los que se les enseña por medios verbales. En general, los estudiantes se involucran más intensamente en su propio aprendizaje y obtienen una comprensión más profunda de las materias mediante la producción de vídeos. La disponibilidad de tecnología digital sencilla, como softwares gratuitos de edición de vídeos y los dispositivos con capacidad de vídeo (teléfonos móviles, ordenadores portátiles, iPads), permiten incorporar fácilmente la producción de vídeo como herramienta de aprendizaje y evaluación.
Los docentes involucrados en este proyecto esperamos que el aprendizaje del estudiante, mediante el desempeño de esta actividad, sea más activo y colaborativo, con un mayor énfasis en el análisis crítico de los contenidos de las materias de Farmacología y Farmacognosia. Concretamente, y en concordancia con el proyecto anterior (PIMCD 355), esperamos desarrollar y/o reforzar hábitos de estudio en el estudiante, ya que la evaluación (continua) guía e impulsa el aprendizaje a través de la configuración de los mismos.
The ability to think critically and creatively are essential in future Health Science graduates. As teachers of future pharmacists, we aim to enhance critical thinking, creativity and promote deeper learning in our students. By introducing a new assessable activity, the creation of videos by students in small groups (maximum 3), we aim to improve their skills in theoretical understanding, critical and creative thinking and in the presentation of the most relevant contents of the subjects of Pharmacology and Pharmacognosy. Videos are a medium with which students are very familiar. However, they are commonly used in teaching as instructional and multisensory experience tools, made available to students by teachers. Videos for instructional teaching and demonstrations have been used for many years. Increasingly, however, the literature on teaching methodologies is describing the great usefulness of using student-produced videos as an alternative form of assessment. If until now we believed in learning "with" videos, now we are challenged to learn "from" student-produced videos as an active learning technique. Studies have been described in which students research a topic and produce videos for the presentation of their research, replacing the more traditional (oral or written) presentations used for assessment. Other studies describe how technical information is retained at a higher rate once students create a video compared to verbal teaching of the technique. Students who produce videos demonstrate a higher level of understanding of the technique than students who are taught by verbal means. In general, students are more intensely involved in their own learning and gain a deeper understanding of subject matter through video production. The availability of simple digital technology, such as free video editing software and video-enabled devices (mobile phones, laptops, iPads), makes it easy to incorporate video production as a learning and assessment tool. The teachers involved in this project hope that student learning, through the performance of this activity, will be more active and collaborative, with a greater emphasis on the critical analysis of the contents of the subjects of Pharmacology and Pharmacognosy. Specifically, and in accordance with the previous project (PIMCD 355), we hope to develop and/or reinforce study habits in the student, as the (continuous) assessment guides and promotes learning through the configuration of these habits.
The ability to think critically and creatively are essential in future Health Science graduates. As teachers of future pharmacists, we aim to enhance critical thinking, creativity and promote deeper learning in our students. By introducing a new assessable activity, the creation of videos by students in small groups (maximum 3), we aim to improve their skills in theoretical understanding, critical and creative thinking and in the presentation of the most relevant contents of the subjects of Pharmacology and Pharmacognosy. Videos are a medium with which students are very familiar. However, they are commonly used in teaching as instructional and multisensory experience tools, made available to students by teachers. Videos for instructional teaching and demonstrations have been used for many years. Increasingly, however, the literature on teaching methodologies is describing the great usefulness of using student-produced videos as an alternative form of assessment. If until now we believed in learning "with" videos, now we are challenged to learn "from" student-produced videos as an active learning technique. Studies have been described in which students research a topic and produce videos for the presentation of their research, replacing the more traditional (oral or written) presentations used for assessment. Other studies describe how technical information is retained at a higher rate once students create a video compared to verbal teaching of the technique. Students who produce videos demonstrate a higher level of understanding of the technique than students who are taught by verbal means. In general, students are more intensely involved in their own learning and gain a deeper understanding of subject matter through video production. The availability of simple digital technology, such as free video editing software and video-enabled devices (mobile phones, laptops, iPads), makes it easy to incorporate video production as a learning and assessment tool. The teachers involved in this project hope that student learning, through the performance of this activity, will be more active and collaborative, with a greater emphasis on the critical analysis of the contents of the subjects of Pharmacology and Pharmacognosy. Specifically, and in accordance with the previous project (PIMCD 355), we hope to develop and/or reinforce study habits in the student, as the (continuous) assessment guides and promotes learning through the configuration of these habits.