Abstract:

The University of Barcelona promoted the virtual teaching format during the 20-21 course, due to the COVID outburst. Therefore, the practical face-to-face sessions focused on the study of Histology and the Anatomy of the Skeletal and Nervous Systems of Human Physiology in the bachelor’s degree of Human Nutrition and Dietetics were adapted to an online session. The contents were structured in 3 different lessons that were implemented in the Virtual Campus. The session was synchronic, involving autonomous and guided learning. The contents were worked through lessons that contained a compilation of essential contents, links to recommended bibliography, and the Visible Body software as a comprehensive 3D Human Anatomy Atlas. This activity was maintained during the 21-22 course. The remote learning adaptation of the practices was excellently accepted by the students that achieved a similar or even better acquisition of knowledge of the proposed contents compared to face-to-face practical sessions.

Considering these results, during the 22-23 course, the lessons were kept as a previous activity before the face-to-face session. This session was initiated with a short questionnaire (15 true/false questions) evaluating the knowledge achieved by the students. The contents of the sessions were evaluated through an exam at the end of the practical sessions. During the exam, the students were invited to answer a voluntary, anonymous survey about the session, using a 0-5 scale (where 0 was the minimum and 5 was the maximum). More than 92% of the students answered the survey including questions related to the utility and didactic strategy of the previous session, the utility of the questionnaire to consolidate concepts and facilitate the practice development and lessons as supporting material for the exam. The future implementation of a previous session in other practical sessions was asked.

From the survey, we can deduce that the students highlighted the role of the lessons as a didactic strategy previously to the practical session (81.4 %, 4-5 marks) with an overall utility of 80% (4-5 marks). Moreover, the students highlighted the role of the lessons in the assimilation of the contents (76.3%, 4-5 marks) The students positively evaluated the questionnaire at the beginning of the practical session, with 67.8% of the results in 4-5 marks and the interest to maintain this activity in future courses with 52.6% in 5-mark. The survey also revealed that the lessons were excellent material for supporting further study (72.2%, 4-5 marks) being used by 71.2% of the students to prepare for the exam. However, the questions related to the implementation of a previous virtual session to other practices in the lab demonstrated limited subscription (4-5 marks): Osmotic fragility of erythrocytes 32.2%; Electromyography 40.7%.

The analyses include comparing the qualifications on the true/false questions before and after the practical session in the lab. The marks obtained by students before the practical sessions demonstrated satisfactory results (5.71 ± 2.64) and confirmed the role of the lessons as a suitable didactic strategy to assist the learning of the practical sessions. These marks were notably improved after the practical session (7.14 ± 2.69). These results are in light of the survey results concerning the contents learning in the lab in comparison with conventional class (86.5%, 4-5 marks).

Keywords:

Learning assistance, practical sessions, lessons, qualifications.