Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico
Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and Methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning.
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Sociedad Médica de Santiago
2016
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oai:scielo:S0034-988720160012000132017-03-17Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínicoGonzález,AlejandroVargas,BryanGonzález,VicenteReyes,IgnacioSarfatis,Alberto Education, Medical Education, Medical, Undergraduate Physical Examination Simulation Training Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and Methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.144 n.12 20162016-12-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016001200013es10.4067/S0034-98872016001200013 |
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González,Alejandro Vargas,Bryan González,Vicente Reyes,Ignacio Sarfatis,Alberto |
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González,Alejandro Vargas,Bryan González,Vicente Reyes,Ignacio Sarfatis,Alberto Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico |
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González,Alejandro Vargas,Bryan González,Vicente Reyes,Ignacio Sarfatis,Alberto |
| author_sort |
González,Alejandro |
| title |
Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico |
| title_short |
Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico |
| title_full |
Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico |
| title_fullStr |
Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico |
| title_full_unstemmed |
Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico |
| title_sort |
módulos interactivos en línea de semiología médica: una herramienta para estandarizar el aprendizaje clínico |
| description |
Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and Methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning. |
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Sociedad Médica de Santiago |
| publishDate |
2016 |
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http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016001200013 |
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