Person:
Álvarez Vázquez, María Del Pilar

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First Name
María Del Pilar
Last Name
Álvarez Vázquez
URI
https://hdl.handle.net/20.500.14352/79538
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Medicina
Department
Biología Celular
Area
Biología Celular
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Author: Álvarez Vázquez, María Del Pilar × Has files: true × Subject: 378 × Subject: 611.018 ×

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    Clase Inversa Adaptativa y Rendimiento Académico de estudiantes del Grado en Odontología. Primera experiencia en Histología
    (Educar para transformar: Innovación pedagógica, calidad y TIC en contextos formativos, 2023) Álvarez Vázquez, María Del Pilar; Angulo Carrere, María Teresa; Cobos-Sanchiz, D; López-Meneses, E; Martín-Padilla, AH; Molina-García, L; Jaén-Martínez, A
    Presentamos la experiencia desarrollada en la asignatura Biología celular e histología del Grado en Odontología de la Universidad Complutense de Madrid. El propósito fue introducir cambios en la metodología docente y en la evaluación para mejorar la implicación y participación del alumnado, así como su rendimiento académico. Para ello se aplicó la clase inversa adaptativa y se ofertaron dos exámenes parciales. El primero de los parciales abarcó los primeros 14 temas del programa, 6 de biología celular explicados de forma tradicional y 8 de histología impartidos mediante clase inversa adaptativa. Los resultados fueron claramente satisfactorios. El alumnado respondió de forma positiva, participando masivamente en la preparación previa y realizando las tareas. El análisis comparado de las respuestas dadas en las dos partes del parcial ha demostrado que, en promedio, hubo un mayor número de aciertos en el bloque de histología, así como menos fallos y menos preguntas no contestadas. Así pues, esta primera experiencia ha tenido un impacto positivo directo tanto en la motivación e implicación del alumnado como en la mejora del rendimiento académico y, por tanto, se demuestra que la clase inversa adaptativa aporta beneficios incluso al aplicarla por vez primera en una parte limitada del programa.
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    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 Academy
    Cell 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.