Person: Angulo Carrére, María Teresa
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First Name
María Teresa
Last Name
Angulo Carrére
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Enfermería, Fisioterapia y Podología
Department
Enfermería
Area
Fisioterapia
Identifiers
6 results
Search Results
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Item Adaptive flipped classroom improves comprehension and associated learning of a biomedical research talk in cell biology(2023) Del Campo Milán, Lara; García Culebras, Alicia; Bravo-Llatas, Carmen; Lozano Pérez, María Encarnación; Angulo Carrére, María Teresa; Álvarez Vázquez, María Del PilarBackground. Human cell biology is part of the syllabus of the first year of Medicine in the Universidad Complutense de Madrid. Beyond the lectures and practical sessions, the syllabus of the course includes complementary activities such as scientific research talks. In these talks, an invited biomedical researcher explains recent results that are related to some of the previously explained content. Flipped Learning (FL) is a novel educational approach to improve students’ engagement and meaningful learning. FL involves providing instructive material and homework to the students (such as videos, texts, and questionaries) before the in-person class. This allows the inclusion of more active learning activities during the in-person class. Adaptive Flipped Classroom (AFC) is a novel approach based on the FL model, in which students are encouraged to complete a follow-up questionnaire of their homework activities, that the instructor will check before the class. Therefore, the instructor can adapt the in-person class to focus on the relevant or less understood topics. Objectives. The aim of the present study was to evaluate the effects of the application of AFC on the student’s comprehension and learning of a scientific research talk. Methods. Students from 3 classes of the 22–23-year course were involved. AFC was performed in 2 of these classes, who received the same instructive materials and questionnaires, and were joined for the in-person class regarding the talk. The other class was given the same scientific talk in the in-person class as traditional masterclass without previous instructive materials. A multiple-choice question about the talk was included in the exam. Results on this question were compared between AFC and traditional masterclass students. Pre-class homework time and global subject mark were also analysed in students undergoing AFC. Students’ perceptions on their learning performance (regarding general or specific topics of cell Biology) were also recorded in a final questionnaire after the in-person class. Results. Students undergoing AFC got significantly better results on the specific exam question regarding the talk that those undergoing the traditional masterclass. Within the AFC group, students responding incorrectly (only 4.7 %), showed a non-significant tendency to spend less pre-class homework time compared to those who responded correctly, although their outcome in the global exam mark was not significantly lower. Most part of the students perceived that the talk (either with AFC or masterclass) had helped them to improve specific knowledge (from 81% onwards, depending on the specific topic questioned) or general knowledge on cell biology (95% masterclass and 94% in AFC). Regarding the specific topics cell signalling and endocytosis, the percentage of students that perceived the talk had helped them to improve their knowledge was significantly higher in AFC than in masterclass students. Regarding the specific topic microtubules, there were no significant differences between AFC and masterclass students. AFC did not change the percentage of students that perceived the talk helped to improve their general knowledge on cell biology, though it was very high in both groups. Conclusions. AFC improves comprehension and associated learning of a biomedical research talk in students from the first year of the degree in Medicine.Item SIRVE-T-SALUD. Proyecto de intervención educativa sobre autocuidados y hábitos saludables en colectivos vulnerables de los Centros de Atención a las Adicciones (CAD) de los distritos de Tetuán y Arganzuela(2023) Angulo Carrére, María Teresa; Álvarez Méndez, Ana María; Martínez Rincón, María Del Carmen; Zaragoza García, Ignacio; González Sanavia, María José; Martín Martín, Óliver; Guerra Llamas, María Isabel; González Ordi, Héctor; Bueno Fermoso, Rebeca; García Fernández, Pablo; Chica Morales, Juan José; Sáiz Blázquez, Diego; Arce Isabel, Elia; Novo Flores, SimónEl objetivo de este proyecto "Aprendizaje por Servicio" ha sido formar en autocuidados y hábitos saludables a colectivos vulnerables y en riesgo de exclusión social. Se ha trabajado con grupos de “personas sin hogar” (vinculado al centro de atención a las Adicciones del distrito de Arganzuela) y grupos de “jóvenes inmigrantes marroquíes”, muchos de ellos en situación de consumo crónico, que acuden a los Centros de Atención a las Adicciones (CAD) de los distritos de Tetuán y de Arganzuela del Ayuntamiento de Madrid. El proyecto se ha desarrollado dentro de una asignatura optativa de grado, de 3 ECTS, basada en metodología Aprendizaje por Servicio que tiene carácter transversal y es ofertada al alumnado de 3º y 4º curso de todas las titulaciones impartidas por la Facultad: Grado en Enfermería, Grado en Fisioterapia y Grado en Podología.Item Conflicting perceptions of flipping teaching by dentistry students(2023) Álvarez Vázquez, María Del Pilar; Angulo Carrére, María Teresa; Lozano Pérez, María Encarnación; Bravo-Llatas, Carmen; Del Campo Milán, Lara; IATED AcademyCell biology and histology are basic sciences that study the levels of organization between the gross morphological and the molecular levels. They are included in the curricula of the preclinical years of medical and dental degrees. Cell biology and histology courses are usually perceived as difficult to pass and high failure rates reduce indeed learners’ interest and engagement. Research has shown that students learn more while actively engaged, and that engagement occurs through interactions with the content, peers, and instructors. Among active learning strategies, an adaptive flipped classroom (AFC) is an advanced approach based on interactions between instructors and students prior to face-to-face sessions. Learners are expected to complete some assignments meant to make them reflect and reveal their comprehension and learning difficulties. With this methodology, instructors can tailor teaching to their specific needs. A pilot AFC approach was implemented in the Cell Biology and Histology subject which is part of the Dental Degree at the Complutense University of Madrid. AFC was applied to 42% of the histology syllabus along two consecutive courses. At the beginning of the 2021-22 course, the class was split into two halves due to the pandemic, so while one-half of the students went to face-to-face classes the other half attended online via Microsoft Teams. The two halves turned weekly, so all the students attended the same number of face-to-face and online sessions. As a result of the improvement of the pandemic, two months after the beginning, classes reverted to conventional face-to-face teaching just after finishing AFC units. The aim of the present study is to present an AFC approach applied to the histology program of a dentistry degree to enhance engagement and active learning, the student’s perceptions, and to assess if appraisals were consistent or not in two consecutive courses. A high level of engagement was achieved in both courses, the materials provided were positively considered as well as tasks that students should complete before attending class. Nevertheless, major differences were also found. 80% of respondents welcomed AFC in 2021-22 vs. 49% in 2022-23, 94% vs. 71% stated that AFC had an influence on learning as it helped them be better prepared, pay more attention in class and improve understanding. Moreover, 76% vs. 47% felt they got flipped units better prepared than those delivered in lectures, and 84% vs. 62% felt time spent produced a better learning experience. Differences were statistically significant (p <0.05, chi2 test). Besides comparing the outcomes in both courses, a deep and honest reflection is needed to find out what underlies the conflicting perceptions and why students’ appraisals differ so strongly.Item SIRVE-T-SALUD. PROYECTO DE INTERVENCIÓN EDUCATIVA SOBRE AUTOCUIDADOS Y HÁBITOS SALUDABLES EN COLECTIVOS VULNERABLES DE LOS CENTROS DE ATENCIÓN A LAS ADICCIONES (CAD) DE LOS DISTRITOS DE TETUÁN Y ARGANZUELA (2ª Edición)(2024) Angulo Carrére, María Teresa; Martínez Rincón, María Del Carmen; Álvarez Méndez, Ana María; García Fernández, Pablo; González Sanavia, María José; Zaragoza García, Ignacio; Guerra Llamas, María Isabel; González Ordi, Héctor; Martín Martín, Óliver; Bueno Fermoso, Rebeca; Chica Morales, Juan José; Arce Isabel, Elia; Novo Flores, Simón; Sáiz Blázquez, Diego; Guinea Pérez, Eva; Álvarez Melcón, Ángela Concepción; Angulo Carrére, María TeresaNuestro estudiantado ha colaborado en la formación en autocuidados y hábitos saludables a colectivos vulnerables y/o en riesgo de exclusión social, mediante el desarrollo de talleres colaborativos y proactivos, diseñados y orientados a diferentes grupos de usuarios de los centros de atención a las adicciones (CAD) de los distritos de Tetuán y Arganzuela. En el CAD de Tetuán se trabajó con un grupo de “menores de 18 años en sanción administrativa” por consumo de cannabis que habían sido sancionados en vía pública y, con un “grupo de adultos con problemática específica de consumo Chemsex”. En el caso del CAD de Arganzuela se colaboró con un grupo de “adultos en prevención de recaídas, con abstinencia más o menos consolidada”. Las intervenciones del alumnado aportaron su pequeño grano de arena al Plan de Adicciones de la ciudad de Madrid 2022-2026, colaborando en alguno de los apartados de las líneas estratégicas que plantea: • “Prevención frente a los riesgos relacionados con las adicciones (sensibilizando, informando y formando a toda la población y, de forma específica, a los jóvenes,..” • “Atención integral a adolescentes y jóvenes, tanto los que presentan una situación de riesgo como quienes cumplen criterios de adicción...” • “Reducción de los riesgos y daños asociados a las adicciones..."Item Using Wooclap to enhance active engagement in Histology practices(2024) Gimeno Longas, María José; Angulo Carrére, María Teresa; Bravo-Llatas, Carmen; Álvarez Vázquez, María Del Pilar; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaHistology is typically undertaken by medical and dental undergraduates during the first and second years. Although theoretical knowledge is broad and difficult to learn, histology is a practical science that relies on images and on the skill of interpreting them. The practice classes are aimed at enabling the identification of cell and tissue types and the recognition of normal morphology at the microscopic level. It is not strange for students to fail and obtain poor outcomes. During the last decades, class dynamization has been a golden point for teaching strategies including constructivist methodologies, where students are actively involved in their training. This work aimed to enhance active engagement in histology practices using Wooclap, a digital tool to interact, capture attention and measure understanding. Two different approaches were designed for the Dentistry degree in the course 2023-24. Students enrolled in Cell Biology and Histology or Oral Biology spend 15 and 7.5 hours respectively, observing slides under microscopy. Wooclap questionnaires were introduced in practicals of both subjects but with different purposes. Fresher students from Cell Biology and Histology were proposed to complete an asynchronous questionnaire after each practice to reinforce their learning and to prepare for the final test. A different approach was designed for the second-year students from Oral Histology. Wooclap questionnaires were used at the beginning of each class to delve into the practice. In this subject, the evaluation of the practices was done through a portfolio. In this paper, we describe the double experience and present the results of the satisfaction surveys completed by the students. In summary, respondents showed a satisfactory opinion of the tool. The asynchronous activities gave feedback to the students about their level of knowledge and made them reflect on how to strengthen their skills. Remarkably, students' marks in the final test seem to be directly related to their participation in the Wooclap activities. When used as warm-up activities, Wooclap questionnaires were intended to refresh theoretical knowledge and focus on the main features of the organs they have to draw during the practice.Item Comprehensive self-directed learning in Oral Histology practices(2024) Álvarez Vázquez, María Del Pilar; Gimeno Longas, María José; Angulo Carrére, María Teresa; Bravo- Llatas, Carmen; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaHistology, the study of tissues at a microscopic level, is a cornerstone of the education of healthcare professionals. It lays the foundation for grasping pathology and diagnostics. Memorizing terminology, understanding the physiological relevance of specific cellular arrangements, and integrating this knowledge into a cohesive understanding of organ systems present significant hurdles. Laboratory sessions, where students engage with actual histological slides, are crucial but can pose challenges too. Understanding histology requires a keen eye, attention to detail, and a solid grasp of cellular structures and tissue patterns. The skill to comprehend histological images, interpret them, and reconstruct three-dimensional structures takes time and practice. Freehand drawing microscope observations aids in understanding, enhances learning, and retention. In the realm of university health sciences, portfolios have become an essential tool for both students and educators. These carefully curated collections of evidence showcase students' academic development, clinical skills, and personal achievements throughout their higher education journey. For educators, portfolios simplify assessment based on learning outcomes. Sophomore dentistry students were required to prepare an individual portfolio documenting their work in Oral Histology practical sessions. The portfolio was expected to include freehand drawings of organs observed under the microscope at various magnifications and with different stains. Additionally, the portfolios were to encompass the student's reflections on their learning process. After submitting the portfolio, students were asked to complete a satisfaction survey regarding their practical experience. Students were requested to provide feedback on the utility of drawings and the portfolio, the time allocated, and the clarity of guidelines. The survey consisted of seven questions, employing a 5-point Likert scale where 1 indicated the lowest value (Strongly Disagree) and 5 represented the highest (Strongly Agree). Although at the beginning, a significant number of Oral Histology students expressed the opinion that they couldn't draw, most of the survey participants rated statements connecting the drawings to understanding, satisfaction, and the efficient use of time during practical sessions as either 4 or 5. Regarding the new assessment, 84% of the respondents stated that they preferred a portfolio. The creation of a portfolio was perceived by students as a valuable method for reviewing practical content. Over 85% of the portfolios received passing grades, and the assessments were consistently high. However, it is necessary to continue working on improving the quality of the drawings, as 11% of students scored 0 points and 25% scored 1 point out of 3.