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Theorical teaching of veterinary anatomy using the flipped classroom method: Evaluation of student performance and perception.

dc.book.titleLa Universidad innova en metodologías y herramientas.
dc.contributor.authorMartín Alguacil, María Nieves
dc.contributor.authorAvedillo Cea, Luis Javier
dc.contributor.editorGisbert Caudeli V, Cruz Cruz P. and Dafone Gómez A
dc.date.accessioned2025-05-19T15:05:35Z
dc.date.available2025-05-19T15:05:35Z
dc.date.issued2024
dc.description.abstractThe flipped classroom methods used in veterinary anatomy teaching helped students to take an active role in their learning and to use their knowledge, curiosity, and intelligence to solve real problems. Despite the increased preparation effort, the students´ overall perception of the experience was good. The samples of surveys carried out gives them a high degree of representativeness. The fact that the best performance in traditional teaching was on the memorization questions (cognitive level 1) and on the anatomical reasoning question to solve a real problem (cognitive level 4) in flipped learning suggests that the expectations generated at the beginning of this experience was met. It has become clear that active learning is not only an effective learning tool for teaching anatomy, but that is also capable of developing other skills. This is confirmed by the fact that active learning , and in particular inverted learning, produces better performance on questions that require a higher cognitive level to solve. The students´ lack of experience in the use of active methods means that in future it is considered necessary to intensify discussion and anatomical reasoning in the face-to-face sessions. This will require grater teacher involvement in guiding self-learning, specially at the beginning of the process, so that students better understand the value of their participation and the responsibility they should have in their own learning.
dc.description.departmentSección Deptal. de Anatomía y Embriología (Veterinaria)
dc.description.facultyFac. de Veterinaria
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationMartín-Alguacil N., Avedillo L.(2024) Theorical teaching of veterinary anatomy using the flipped classroom method: Evaluation of student performance and perception. In: La Universidad innova en metodologías y herramientas. Gisbert Caudeli V, Cruz Cruz P. and Dafone Gómez A. (Ed). Peter Lang Group AG, Lausanne, pp 197-208. ISBN 978-3-631-91602-5. DOI: 10.3726/b22719
dc.identifier.doi10.3726/b22719
dc.identifier.isbn9783631934616
dc.identifier.isbn9783631934623
dc.identifier.isbn9783631916025
dc.identifier.issn2944-4276
dc.identifier.officialurlhttps://doi.org/10.3726/b22719
dc.identifier.urihttps://hdl.handle.net/20.500.14352/120218
dc.language.isoeng
dc.page.final208
dc.page.initial197
dc.page.total11
dc.publication.placeLausanne, Suiza
dc.publisherPeter Lang Group AG
dc.rights.accessRightsrestricted access
dc.subject.cdu61
dc.subject.keywordFlipped classroom
dc.subject.keywordVeterinary Anatomy
dc.subject.keywordCognitive level questions
dc.subject.keywordStudent centered learning
dc.subject.ucmCiencias Biomédicas
dc.subject.unesco32 Ciencias Médicas
dc.titleTheorical teaching of veterinary anatomy using the flipped classroom method: Evaluation of student performance and perception.
dc.typebook part
dc.type.hasVersionVoR
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscoveryb19c8f9d-e692-40d3-babb-4da3090b0513

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