Publication: Evaluación cuantitativa y cualitativa de la satisfacción en la enseñanza de la Patología en estudiantes de medicina en una universidad compleja chilena
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Date
2024
Authors
Durán Reyes, Cristina ; Delgado Schneider, Carolina ; Martínez Riquelme, Santiago ; Maturana Barrera, Jorge ; Constanzo Valdebenito, Claudia ; Burgos Burgos, Diego ; Dassori Walker, Valeria ; Vallejos, Anai ; Villalobos Huerta, Pía
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.593721
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info:eu-repo/semantics/article
Description
Abstract
Las asignaturas de Patología general y Anatomía patológica son impartidas durante elquinto y sexto semestre de la carrera de Medicina de la Universidad de Concepción. En estas seutiliza un estilo de enseñanza tipo aula invertida con una actividad práctica de “Diseño de casosClínico-Patológicos” (DCCP), iniciada en sala de patología quirúrgica, donde los estudiantesvivencian en forma real el trabajo del anatomopatólogo en grupos de 3 a 4 personas, realizandodesde el dictado macroscópico hasta el diagnóstico microscópico, con una presentación final delcaso a estudiantes y docentes. Se realizó un estudio observacional analítico transversal a unamuestra de 87 estudiantes que cursaron ambas asignaturas. Se efectuó un análisis descriptivocuantitativo y un método cualitativo de análisis de contenido, codificándose y clasificándose lasrespuestas de2 instrumentos. La satisfacción general de la actividad DCCP fue del 82,4%, siendopercibida como innovadora y útil para el desarrollo de habilidades y aprendizajes teóricos depatología, que prepara a los alumnos de mejor manera para enfrentar los desafíos del mundo realcomo profesionales de la salud. No se debe olvidar la importancia de considerar las preferencias ynecesidades de los estudiantes al diseñar estrategias de enseñanza. La evaluación cualitativa de laactividad DCCP y de las asignaturas entregó valiosa información para un mejoramiento continuo;reafirmando la importancia de incorporar éstas en las evaluaciones de prácticas docentes. Se concluye que la actividad práctica DCCP ayuda de mejor forma a los estudiantes de medicina a entender los aspectos macroscópicos y microscópicos de la Anatomía Patológica; superando incluso al aula invertida. La combinación de enfoques centrados en el alumno, trabajo en entornos reales,un apoyo docente adecuado y material de estudio de calidad puede conducir a una experiencia de aprendizaje más efectiva y satisfactoria para los estudiantes en estas disciplinas.
The subjects of General Pathology and Anatomical Pathology are taught during the fifthand sixth semester of the Medicine program at the University of Concepción. In these subjects, aflipped classroom teaching style is used, and a practical activity called "Design of Clinical-Pathological Cases" (DCPC) is carried out. This activity is initiated in the surgical pathology room,where students experience in a real way the work of the pathologist in groups of 3 to 4 people. Theyperform tasks ranging from macroscopic dictation to microscopic diagnosis, culminating in a finalpresentation of the case to students and teachers. An observational analytical cross-sectional study was conducted on a sample of 87 students who took both subjects. A quantitative descriptiveanalysis and a qualitative content analysis method were performed, coding and classifying theresponses from 2 instruments. The overall satisfaction with the DCPC activity was 82.4%, beingperceived as innovative and useful for the development of practical skills and theoretical learningin pathology, that better prepares students to face real-world challenges as healthcare professionals.The study highlights the importance of considering students' preferences and needs whendesigning teaching strategies. The qualitative evaluation of the DCPC activity and subjectsprovided valuable information for continuous improvement, reinforcing the importance ofincorporating them into teaching evaluations. It is concluded that the practical DCPC activity helpsmedical students better understand the macroscopic and microscopic aspects of PathologicalAnatomy, surpassing even the flipped classroom approach. The combination of student-centeredapproaches, real-world work environments, adequate teaching support, and quality study materialscan lead to a more effective and satisfying learning experience for students in these disciplines.
The subjects of General Pathology and Anatomical Pathology are taught during the fifthand sixth semester of the Medicine program at the University of Concepción. In these subjects, aflipped classroom teaching style is used, and a practical activity called "Design of Clinical-Pathological Cases" (DCPC) is carried out. This activity is initiated in the surgical pathology room,where students experience in a real way the work of the pathologist in groups of 3 to 4 people. Theyperform tasks ranging from macroscopic dictation to microscopic diagnosis, culminating in a finalpresentation of the case to students and teachers. An observational analytical cross-sectional study was conducted on a sample of 87 students who took both subjects. A quantitative descriptiveanalysis and a qualitative content analysis method were performed, coding and classifying theresponses from 2 instruments. The overall satisfaction with the DCPC activity was 82.4%, beingperceived as innovative and useful for the development of practical skills and theoretical learningin pathology, that better prepares students to face real-world challenges as healthcare professionals.The study highlights the importance of considering students' preferences and needs whendesigning teaching strategies. The qualitative evaluation of the DCPC activity and subjectsprovided valuable information for continuous improvement, reinforcing the importance ofincorporating them into teaching evaluations. It is concluded that the practical DCPC activity helpsmedical students better understand the macroscopic and microscopic aspects of PathologicalAnatomy, surpassing even the flipped classroom approach. The combination of student-centeredapproaches, real-world work environments, adequate teaching support, and quality study materialscan lead to a more effective and satisfying learning experience for students in these disciplines.
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