Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry
| Title: | Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry |
|---|---|
| Language: | English |
| Authors: | Soraya Elena Layton Jaramillo (ORCID |
| Source: | Journal of Chemical Education. 2024 101(2):247-258. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Curriculum Development, Instructional Innovation, Teaching Methods, Undergraduate Students, Undergraduate Study, Premedical Students, Chemistry, College Science, Science Instruction, Foreign Countries, Information Technology, Educational Technology, Academic Achievement, Achievement Gains, Introductory Courses, Academic Failure, Educational Change, Instructional Effectiveness, Student Attitudes |
| Geographic Terms: | Colombia |
| DOI: | 10.1021/acs.jchemed.3c00262 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | Training in chemistry is essential for undergraduate medical students; however, at the National University of Colombia, basic chemistry courses are associated with high fail rates and low academic performance with regard to first semester students, especially in vulnerable special admission populations. A longitudinal study was carried out via program evaluation methodology using quantitative and qualitative techniques to assess an innovative pedagogical strategy founded on context-based learning and different didactic and evaluative strategies employing information and communication technologies (ICT), which was tested on students of medicine by an interdisciplinary team of teachers in a new course. With the pedagogical strategy, a statistically significant improvement was observed in the academic performance of the students, with an increase in the mean grades that went from 3.61/5.00 to 3.95/5.00, a decrease of the fail rate from 15.50% to 3.48%, and the development of useful chemistry knowledge for the students during their training and for their professional lives. Furthermore, the study became an opportunity for collaborative learning among colleagues, favoring ongoing training of teaching staff and pedagogical innovation in professional learning communities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445310 |
| Database: | ERIC |
| ISSN: | 0021-9584 1938-1328 |
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| DOI: | 10.1021/acs.jchemed.3c00262 |
| Published in: | Journal of Chemical Education |
| Language: | English |