Utilización del aprendizaje basado en problemas en la enseñanza de física en estudiantes de medicina. Comparación con enseñanza tradicional
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Eduardo Fasce H [1] ; María Calderón B ; Luis Braga I ; Manuel De Orúe R ; Horst Mayer S ; Heidi Wagemann B ; Soledad Cid P
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[1] Universidad de Concepción
Universidad de Concepción
Comuna de Concepción, Chile
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- Localización: Revista Médica de Chile, ISSN-e 0034-9887, Vol. 129, Nº. 9, 2001, págs. 1031-1037
- Idioma: español
- Títulos paralelos:
- Problem based learning in physics. Comparison with traditional teaching in medical students
- Enlaces
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Resumen
Background: Problem based learning, integrating basic science with clinical problems, is one of the most recommended forms of teaching for medical schools. Aim: To compare a problem based learning program for physics with traditional teaching methods. Material and methods: In the physics course, first year medical students were separated in groups with traditional learning and problem based teaching. Both groups were subjected to the same knowledge and qualitative evaluations. Results: At the end of the course, cognitive performance in both groups was similar (60.8 and 61.3% among traditional teaching and problem based learning groups respectively). However, students assigned to the problem based learning group evaluated significantly better the teaching methodology and process. Conclusions: Physics education, using problem based learning, obtains the same cognitive results but a higher degree of satisfaction than traditional teaching among students (Rev Méd Chile 2001; 129: 1031-7)
