University of Castilla-La Mancha (SPAIN)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 7121-7126
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
The Medical School of Albacete at the University of Castilla–La Mancha established an innovative method of teaching in small groups of 20-25 students; the medical curriculum is organized in modules of objectives (short time blocks of 2-3 weeks). Each module comprises five phases (PH): PH1: introduction and analysis of objectives, PH2: tutored self-learning plus laboratory practices, PH3: student presentations and synthesis of contents in each module, PH4: untutored self-learning, and PH5: evaluation. Our goal is to evaluate the effect of the inclusion of team works during PH1, on the student’s grades. The design aims at increasing active learning, self-control of resources and timing, and discussion with classmates at each of the module phases.

We have evaluated our teaching system in a year-long integrated subject in Embryology, Anatomy, Histology and Physiology course, which is taken by second year medical students. This study was assessed specifically in the Anatomy and Embryology contents of the cardiovascular system.
3-4 students made each team work.

The process had several key points for elaboration in each team work:
1) reading of the most complex objectives,
2) debate between members of the team work
3) synthesis of the objectives’ contents and
4) peer teaching to all students.

Thereafter, the teacher had an interactive lecture in which the cardiovascular objectives were presented. Also, we collected impressions of the students about this teaching method, by a student satisfaction survey.

The mean student score of this module showed an improvement compared to any other block where this method was not employed. Moreover, student satisfaction survey revealed that team working groups helped learning.

Therefore, we conclude that the introduction of team works in basic science courses in the medical curriculum increases motivation and interest of students in the modules’ contents, what strengthens further self-learning.
Team works, teaching methods, active learning, Higher education.