Abstract:

The aim of the Bologna Declaration was to create an environment in higher education in which the students would become the protagonists of their own learning process, opposed to the system in which the Professor would just teach theory master lessons in which the students would need to absorb as much knowledge as a one-way conversation allows. This new system is directed at providing the students with more competences that they will need in their future work environment, as independence, self-learning skills and ease to use diverse new technologies.

Thus, we proposed the use of a combination of methodologies and new learning and knowledge technology tools to improve academic performance of toxicology students. This combined use of methodology and technology tools would allow the students to acquire a visual understanding of the subject of Toxicology and most specifically the area of Toxicogenomics.

The students were instructed to create 3D models of toxicogenomics interactions in a simulated world and to elucidate the possible mechanism of action of different toxic compounds through the use in said virtual world of the technics used in Toxicogenomics.

Following the implementation of these activities we evaluated the students on their knowledge of the Toxicogenomics area and observed that there was a significant difference with students of the previous academic year, with whom this methodology was not employed. We also observed, through students answers in polls, that students were more motivated and found that the activities had helped them to gain a better knowledge of the subject.

The results of our pilot study suggest that implementing the use of simulated world not only improves understanding of theory and practical knowledge but also motivates the students and improves their academic performance.

Keywords:

Simulated worlds, toxicogenomics, 3D models, academic performance.