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Implementación del aprendizaje basado en problemas (ABP) en la enseñanza práctica de la fisiología del sistema digestivo
| Content Provider | Semantic Scholar |
|---|---|
| Author | Muñoz, María Elvira López-Oliva Pina, Ana Alejandra Sánchez Rodríguez, Medardo Vicente Hernández Ocejo, Dolores Prieto Sacristán, Albino García Jiménez, Cristina Gómez, Ana Cristina Martínez Torres, Angel Agis Florez, Belén Climent Arcos, Luis De Visedo, María Paz Recio Castellote, Sara Benedito Picos, Mercedes Muñoz González, Rafaela Raposo |
| Copyright Year | 2019 |
| Abstract | Problem based learning (PBL) is teaching methodology that gives precise indications to guide students’ Physiology towards the analysis of situations and problem solving. In this project, 60 second year undergraduate pharmacy students were divided in small groups of 12 students each. They were exposed to PBL activities led by facilitators. Real situations related to the Physiology of the digestive system as case-problem were presented in the Virtual Campus. Students were provided with clear guidelines for aims and objectives of the debate and related questions for the development of the practice. One week later, on the day of the debate, students analysed the clinical problems, formulated hypothesis, and undertaken self-directed learning tasks. In addition, the PhysioEX 9.0 software allowed students to use a simulation virtual laboratory where they assessed the activity and enzymatic function as a replica of actual case-problem. Also, histological study of the different areas of the digestive system (stomach, small and large intestine, salivary glands, pancreas and liver) were carried out. At the end of the week, the students completed a questionnaire regarding their PBL experience and on the suitability of each of the different materials used, as well as the attitudes generated by the implementation of the PBL system in the Physiology practical teaching. The obtained results indicated that the incorporation of PBL as a learning strategy in the physiology practices had a positive impact on learning. The use of simulation coupled to PBL improved the acquisition of critical assessment and management skills, increased the interest and involvement of students in their own learning, encouraged participation among work teams, generated a critical thinking of greater clarity for the acquisition of new competences and allowed feedback of learning (selfevaluation). Thus, the student will deepen the practical physiological mechanisms that are the basis of their knowledge as future pharmacists, which will allow them to propose effective therapeutic strategies. All this PBL experience will help to better understand an integrating vision of the functioning of the digestive system. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://eprints.ucm.es/55942/7/Proyecto%20de%20Innovaci%C3%B3n%20292%20Memoria%20junio%202019%20MELOM.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
