Person: Álvarez Vázquez, María Del Pilar
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First Name
María Del Pilar
Last Name
Álvarez Vázquez
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Medicina
Department
Biología Celular
Area
Biología Celular
Identifiers
3 results
Search Results
Now showing 1 - 3 of 3
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.- Project number: 59
Item Aprendizaje Activo en Ciencias Básicas mediante Aula Invertida(2023) Álvarez Vázquez, María Del Pilar; Angulo Carrere, Mª Teresa; Del Campo Milán, Lara; Bravo Llatas, Mª del Carmen; Lozano Pérez, María Encarnación; Guinea Pérez, Eva; Salvat de la Fuente, Patricia; Soda García, Violeta; de Diego Sánchez, Carmen; Hernández Garcés, Claudia; Bravo Dalmau, Lucía 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.