1 University of Granada (SPAIN)
2 Genyo (SPAIN)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 2048-2052
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.0446
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
The scenario of teaching context these days is changing from the classical teaching-learning system. Currently, teaching mainly requires a more active participation by students in terms to obtain a better assimilation of knowledge, skills and competences of different abilities. One of the most relevant point of teaching-learning strategy is focus on how to apply theory concepts. Until now, it was only evaluated the transmission of concepts and the retention capacity of the student, but we could not know if students were able to integrate the theoretical content into the practical one. In the subject of Biochemistry in the Degree in Biomedical disciplines such as Odontology, Medicine and Physiotherapy, students often have difficulties to integrate theory and practice. Thus, sometimes they end with a lack of interest in the subject, mainly by the problem of finding applicability for their professional future in a comprehensive or approachable manner.
In order to motivate Odontology students and finding a connection and the utility of this subject to their professional fields, real cases were provided using attractive tools in a virtual platform. In this way, students performed real cases analysis using a biochemical focus. Furthermore, nowadays due to COVID-19 pandemic, the use of virtual platforms (such as PRADO (Teaching Support Resource Platform); which is the official teaching platform of the University of Granada) is one of the most useful tools that let us include current news related to Biochemistry in real life. PRADO platform helped to reinforce the utility of Biochemistry in current society, as well as the use of more virtual contents such as videos, or links resources. All these strategies helped the access of Biochemistry to Odontology students; that could let us, as teachers, keep on teaching and motivating our students, although face-to-face classes were not possible.
Our results show that although most of our students have limited previous biochemical knowledge (most of Odontology students studied Biology in previous years; except some of them that studied vocational training); but their interest in the subject was not very high. However, just around a 76% of students declared that the analysis of real practical cases was useful as a complement to their theoretical classes, and it facilitated and motivated their self-learning. Moreover, around a 73% of students have included several concepts of the subject in real life, such as dietary habits. However, just a 76% of students have considered that using new technologies has allowed better communication between teachers and classmates. Moreover, most of the students consider that working with real cases, or examples of the application of biochemistry in their fields have been useful for improving knowledge for their professional practice.
This initiative has been well received by Odontology students, as well as by teachers. Likewise, students have been able to do their self-evaluation for estimating their knowledge along the duration of the subject. Due to the acquired practice, we can confirm that results from present year (2020-21) will value better the role of new technologies in teaching-learning model, mainly because the increasing variability and improvements of these technologies in teaching field.
Biochemistry, case study, learning, biomedical degrees, Odontology.