Publication: Una visión microscópica: Here, there and everywhere.
El aula invertida como un aprendizaje B-learning en las prácticas de Organografía Microscópica Humana
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2022-12-31
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Abstract
Con el fin del estado de alarma el 21 de junio de 2020, la universidad y en particular la Facultad de Medicina se han esforzado por adecuar las instalaciones a la nueva normalidad que vivimos, dando prioridad, en todo momento, a una docencia presencial. Sin embargo, cuando las condiciones particulares de los alumnos o de la población en general impidan una docencia presencial, es prioritario tener una adaptación que garantice una enseñanza de calidad.
Dado que las prácticas de Organografía y Microscopía Humana se desarrollan en las aulas del departamento en las que los alumnos observan preparaciones histológicas usando un microscopio óptico, creemos que la mejor opción de adaptación es un modo semipresencial. Lo cual nos permite reducir el tiempo presencial en el aula y con ello optimizar el número de sesiones con un aforo reducido de estudiantes.
En esta ocasión utilizamos el Blended learning (B-learning o aprendizaje semipresencial) que se define como la combinación de dos modelos de enseñanza/aprendizaje: Por un lado, el sistema tradicional de enseñanza oral y aquel que implica la enseñanza a través de “instrucciones escritas” y donde las tecnologías basadas en el uso de dispositivos electrónicos tienen un papel central.
Aplicando el aprendizaje invertido (flipped learning) creamos un espacio de aprendizaje individual e interactivo. Elaboramos videos explicativos y cuestionarios que llamamos tareas previas para guiar a los estudiantes en aquellas características importantes que diferencian un órgano de otro. Además, usamos el aprendizaje basado en problemas con un juego de roles donde los estudiantes diagnosticaban a un paciente y detectaban el órgano afectado para concluir con sus características histológicas en homeostasis. Finalmente, los alumnos podían autoevaluarse con los archivos PDFs rellenables que elaboramos para tal causa. La encuesta final muestra el grado de satisfacción de los estudiantes y nos guía sobre las mejoras que podemos hacer en este método de enseñanza aprendizaje
With the end of the state of alarm on June 21, 2020, the university and in particular the Faculty of Medicine have made an effort to adapt the facilities to the new normality we are experiencing, giving priority, at all times, to face-to-face teaching. However, when the particular conditions of the students or the population in general prevent face-to-face teaching, it is a priority to have an adaptation that guarantees quality teaching. Given that the Human Organography and Microscopy practices are developed in the department's classrooms in which students observe histological preparations using an optical microscope, we believe that the best adaptation option is a blended mode. This allows us to reduce the face-to-face time in the classroom and thereby optimize the number of sessions with a reduced capacity of students. On this occasion we use Blended learning (B-learning or blended learning) which is defined as the combination of two teaching/learning models: On the one hand, the traditional oral teaching system and the one that implies teaching through "instructions written” and where technologies based on the use of electronic devices play a central role. By applying flipped learning we create an individual and interactive learning space. We elaborate explanatory videos and questionnaires that we call previous tasks to guide students in those important characteristics that differentiate one organ from another. In addition, we used problem-based learning with a role play where students diagnosed a patient and detected the affected organ to conclude with its histological characteristics in homeostasis. Finally, the students could self-assess themselves with the fillable PDF files that we created for this cause. The final survey shows the degree of student satisfaction and guides us on the improvements we can make in this teaching-learning method.
With the end of the state of alarm on June 21, 2020, the university and in particular the Faculty of Medicine have made an effort to adapt the facilities to the new normality we are experiencing, giving priority, at all times, to face-to-face teaching. However, when the particular conditions of the students or the population in general prevent face-to-face teaching, it is a priority to have an adaptation that guarantees quality teaching. Given that the Human Organography and Microscopy practices are developed in the department's classrooms in which students observe histological preparations using an optical microscope, we believe that the best adaptation option is a blended mode. This allows us to reduce the face-to-face time in the classroom and thereby optimize the number of sessions with a reduced capacity of students. On this occasion we use Blended learning (B-learning or blended learning) which is defined as the combination of two teaching/learning models: On the one hand, the traditional oral teaching system and the one that implies teaching through "instructions written” and where technologies based on the use of electronic devices play a central role. By applying flipped learning we create an individual and interactive learning space. We elaborate explanatory videos and questionnaires that we call previous tasks to guide students in those important characteristics that differentiate one organ from another. In addition, we used problem-based learning with a role play where students diagnosed a patient and detected the affected organ to conclude with its histological characteristics in homeostasis. Finally, the students could self-assess themselves with the fillable PDF files that we created for this cause. The final survey shows the degree of student satisfaction and guides us on the improvements we can make in this teaching-learning method.