Sanhueza C1, Mauri-Stecca MV1,2, Durcudoy-Pérez L1, Adrian N1, Mena-Iturriaga MJ1, Peña V1
1Universidad del Desarrollo, School of Physical Therapy, Santiago, Chile, 2Advanced Physical Therapy, Physical Therapy, Anchorage, United States
Background: The musculoskeletal rehabilitation course I (RME1), inserted in the third year of the undergraduate physical therapy program at Universidad del Desarrollo in Santiago-Chile, aims to facilitate the acquisition of treatment skills of patients with musculoskeletal pathologies in young students. Based on non-published research, the authors identified some strengths and weaknesses to the teaching-learning methodology used in past years. For instance, theoretical classes used to be long, failing to motivate or maintain attention in the students. Different strategies have been used, however, the course comprises a high volume of content which makes it difficult to address this problem.
Purpose: The aim of this project was to implement an innovative educational approach based on "peer-learning, with the use of keyboards" in undergraduate students. By introducing an active learning methodology, the authors seek to reduce knowledge gap by encouraging students to recognize their own shortcomings, and to improve the adherence and motivation in the learning process.
Methods: By promoting discussion and encouraging the use of own arguments, students were included in the analysis of the content being taught. This educational approach was performed in 4 different class-days, and by 3 different instructors. Keyboards were given to the students, so their opinion or selection of potential answers to questions made by the instructors could be answered first in an anonymous way, to later be discussed by the whole group. Students were encouraged to use their arguments to explain their points of view. At the end of the course, a survey containing 11 questions was administered to the students. The survey included a questionnaire regarding satisfaction and usefulness of the innovative approach, and a 5-point Likert scale (from “strongly agree” to “strongly disagree”). Descriptive data analysis was performed.
Results: Twenty-one (40%) out of 52 students answered the electronic survey. 75% of the students answered, "strongly agree" or "agree", to the total of questions, and 100% answered "strongly agree" or "in agreement" to if the methodology had helped them to maintain attention during classes. When asked about the value on the innovation and if it should continue to be used, a 100% answered "strongly agree" or "in agreement". Students' performance in class was improved as the semester went by.
Conclusion(s): While there is a factor of trust and interest that has no relation to the methodology, we believe that by giving space to peer discussion a door of opportunities was opened for students who "dare" to ask and participate, without much fear of making mistakes. The fact of asking open questions made it clear “how prepared the students were to face the subject”, fulfilling the objective of shortening the gaps of prior knowledge that our students had. This innovative methodology created more dynamic classes and motivated students' participation in theoretical classes.
Implications: Promotion of discussion and share of aurguments among peer-undergraduate students may facilitate participation during theoretical classes and better prepare students for future simulated and real clinical situations with patients and mentors.
Keywords: peer instruction, innovative learning tool
Funding acknowledgements: This innovation was supported by fundings from Teaching Innovation Proyects, from Education Development Center, Universidad del Desarrollo
Purpose: The aim of this project was to implement an innovative educational approach based on "peer-learning, with the use of keyboards" in undergraduate students. By introducing an active learning methodology, the authors seek to reduce knowledge gap by encouraging students to recognize their own shortcomings, and to improve the adherence and motivation in the learning process.
Methods: By promoting discussion and encouraging the use of own arguments, students were included in the analysis of the content being taught. This educational approach was performed in 4 different class-days, and by 3 different instructors. Keyboards were given to the students, so their opinion or selection of potential answers to questions made by the instructors could be answered first in an anonymous way, to later be discussed by the whole group. Students were encouraged to use their arguments to explain their points of view. At the end of the course, a survey containing 11 questions was administered to the students. The survey included a questionnaire regarding satisfaction and usefulness of the innovative approach, and a 5-point Likert scale (from “strongly agree” to “strongly disagree”). Descriptive data analysis was performed.
Results: Twenty-one (40%) out of 52 students answered the electronic survey. 75% of the students answered, "strongly agree" or "agree", to the total of questions, and 100% answered "strongly agree" or "in agreement" to if the methodology had helped them to maintain attention during classes. When asked about the value on the innovation and if it should continue to be used, a 100% answered "strongly agree" or "in agreement". Students' performance in class was improved as the semester went by.
Conclusion(s): While there is a factor of trust and interest that has no relation to the methodology, we believe that by giving space to peer discussion a door of opportunities was opened for students who "dare" to ask and participate, without much fear of making mistakes. The fact of asking open questions made it clear “how prepared the students were to face the subject”, fulfilling the objective of shortening the gaps of prior knowledge that our students had. This innovative methodology created more dynamic classes and motivated students' participation in theoretical classes.
Implications: Promotion of discussion and share of aurguments among peer-undergraduate students may facilitate participation during theoretical classes and better prepare students for future simulated and real clinical situations with patients and mentors.
Keywords: peer instruction, innovative learning tool
Funding acknowledgements: This innovation was supported by fundings from Teaching Innovation Proyects, from Education Development Center, Universidad del Desarrollo
Topic: Education: methods of teaching & learning
Ethics approval required: No
Institution: N/A
Ethics committee: N/A
Reason not required: The proyect was proposed by the Education Development Center, from Universidad del Desarrollo. There was no personal data registration from any community or subject.
All authors, affiliations and abstracts have been published as submitted.
