Resumen de Neurolinguistic channels: an important tool in the teaching-learning process in the Clinical Propedeutics and Medical Semiology course

Ana Claribel Herrera Wainshtok, Lisbel Garzón Cutiño, Norberto Valcárcel Izquierdo

• Introduction: the ways in which we perceive, store, and encode information in our minds are known as neurolinguistic channels: visual, auditory, and kinesthetic. The learning style can be developed through teaching-learning strategies and one way to do this is to build on the student's neurolinguistic channel.

  Objective: to identify the neurolinguistic channel of students and teachers. Correlate the neurolinguistic channels of students and teachers. Correlate the neurolinguistic channels of students and teachers with the results of the test question.

  Method: an observational, analytical, and cross-sectional study was carried out with an intentional universe of 61 students of the 5th semester of the Medicine career in the subject Clinical Propaedeutics and Medical Semiology and 3 professors of the Faculty of Medical Sciences "Miguel Enríquez". Data analysis was performed descriptively, qualitative variables were expressed in numbers and percentage, and non-parametric chi-square statistics were performed.

  Results: it was observed that in cases where the student-teacher channels coincided, 51,3 % of the students obtained grades between 4 and 5 points; whereas when the channels didn't agree, 73,7 % of the students obtained a grade of 2. The comparison shows a trend towards statistical significance (Χ2=3,31; p=0,1915).

  Conclusions: the auditory canal predominated in the students. A tendency towards better academic results was evidenced when there is convergence between the neurolinguistic channels of the teacher and the student