Abstract:

Introduction:
University education and its development and expansion in recent decades has led to the existence of degrees with a high number of students, as is the case of the Degree in Nursing at the Catholic University of Valencia San Vicente Mártir.
This situation has the simultaneity of the theoretical sessions in the different groups, making it impossible for the same lecturer to be in charge of teaching all the groups that make up the degree, requiring a considerable number of lecturers to teach each of the subjects.
For this reason, the possibility of implementing a teaching modality that would imply a homogenization of contents, methodologies and evaluation was considered, using for the same a conjunction of continuous evaluation questionnaires, clinical case (Comprehensive Geriatric Assessment) and theoretical test with multiple choice and short answer questions, as well as evaluating the results obtained from the same and the satisfaction of the student with its implementation.
The different lecturers in charge of teaching the subject were coordinated to distribute the teaching sessions according to the percentage of teaching of each one, prepare the timetable and content to be taught and design the necessary evaluation tools.

Aim:
To compare the performance of an interdisciplinary teaching in the 5 groups with the teaching given only by nurses in previous years.

Methods:
Cross-sectional study carried out in the Faculty of Nursing Nuestra Señora de los Desamparados of the Catholic University of Valencia. The study period comprises two cohorts. The course 2014-2015 without transversal teaching and the course 2016-2017 with transversal teaching. The average mark of the subject by group and the student assessment survey were included as variables.

Results:
There were statistically significant differences between groups taught by different lecturers in 2014-2015, disappearing these differences in the academic year 2016-2017, in which transversality was fully implemented in the groups of the Valencia headquarters of the Faculty of Nursing. At the same time, student satisfaction is high, considering transversality to be a good option due to the greater training and specificity of the lecturers in charge of teaching each of the thematic units. The only discrepancy related to satisfaction is that related to the preference for the subject to be taught by one or several lecturers, which may be due to the lack of habit of this working methodology, and not to the lack of coordination between lecturers (as shown by the answers to the questions related to this aspect).

Conclusions:
The training received in a transversal way for all students of the degree is a satisfactory experience for the student, as well as a possibility of avoiding the inter-observer biases implied by the teaching given in isolation and which leads to greater disparity of grades between the groups.
It is difficult to compare with other previous works, but it constitutes an opportunity for the departments in their eagerness to improve the teaching given, as well as the objectivity and correct evaluation of the students in future courses.

Keywords:

Comprehensive geriatric assessment, metodologies, quality assessment.