M. Garcia de la Hera1, E.M. Navarrete-Muñoz1, D. Giménez Monzó1, S. Hernandez Sanchez2, M.C. Davó Blanes3, J. Vioque López1

1Miguel Hernandez University, History of Science and Ginecology Department (SPAIN)
2Miguel Hernandez University, Pathology and Surgery Department (SPAIN)
3Alicante University, Community Nursing, Preventive Medicine and Public Health and History of Science (SPAIN)
Introduction: The web 2.0 is the most useful technology in all fields, including that of medical practice. If students use this tool they will improve some skills in their future practice and also in the teaching-learning process. This technology provided them acquisitions of competencies acquisitions such as collaborative work as show in literature.
Aim: To assess which methodology is the most useful for learning Web 2.0 from students’ point of view.
Methods: This experience was performed in the 2010/2011 academic year with a group of 8 students who completed the optional subject “Computer applications in medical practice” for the Bachelor of Medicine at the University Miguel Hernández. The subject has 45 hours of lessons. This experience was developed in the teaching unit called “Collaborative tools of the Web 2.0 for planning and organization in the medical practice”. The developed subunits in this unit were “Web 2.0 (definition, use and applications)”, “Web 2.0 applications (google calendar, doodle, google docs)” and “Social networks in the practice of medicine”. The worked competencies in this unit were: 1) Instrumental competencies (abilities to analyze and to synthesize information, abilities to manage and resolve conflicts, oral skills); 2) Personal competencies (collaborative work, development of critical thinking); 3) Systemic competencies (autonomous learning, adaptation new situations, responsible work, leadership); 4) Specific competencies (The ability to use technology interactively in the practice medical, identifying sources of information, application of knowledge learned in medical practice). Several different methodological strategies were used for the development of the subunits and the acquisition of skills. In the subunit “Web 2.0 (definition, use and applications)”, we used a seminar, in the subunit “Web 2.0 applications (google calendar, doodle, google docs)”, we used a web tutorials, lectures and video and in the subunit “Social networks in the practice of medicine”, we used video viewing and group discussion led. The students’ assessment of the activities was obtained with an ad hoc questionnaire.
Results: The students were highly satisfied with the methodology used in the lectures and the students claimed to learn more which this methodology instead of doing an exam. 75% of the students have little previous knowledge about the definition and application in the practice of medicine of Web 2.0. Regarding students point of view the most useful methodologies to learn web 2.0 were the seminar (37.5%), the videos (25.0%), web tutorials (25.0%) and group discussion led (12.5%). Among the reasons argued to choose one or other methodology highlighted “learning for experience”, “graphically see the concepts” and “collaborative work”. In 95% of cases in a final questionnaire of the subject, the students remembered some concepts about web 2.0 in the first place among the three concepts more remembered about learning.
Conclusions. Using other methods than lecture is welcomed and accepted by the students. The most useful methodology was seminar owing to allow them to experience in their own learning and help them assimilate the knowledge, facilitating their learning last longer.