Person:
Angulo Carrére, María Teresa

Profile Picture
First Name
María Teresa
Last Name
Angulo Carrére
URI
https://hdl.handle.net/20.500.14352/77391
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Enfermería, Fisioterapia y Podología
Department
Enfermería
Area
Fisioterapia
Identifiers
UCM identifierORCIDScopus Author IDDialnet IDGoogle Scholar ID

Filters

20242
Reset filters

Settings

Subject: 57.086 ×

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    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, Joanna
    Histology 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.
  • Thumbnail Image
    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, Joanna
    Histology, 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.