Universidad Complutense de Madrid (SPAIN)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Page: 5267 (abstract only)
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1242
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
To improve the acquisition of knowledge of health-related students in traditional lessons, we propose a prior directed self-training, before attending the traditional theoretical lessons.

The teaching team gather together to develop this material for the student. The objective is, after a brief theoretical introduction, to raise issues of relatively easy solution, which may increase the interest of the student for the topic that will be addressed in class. And besides, doubts and questions may appear and can be treated and solved during the class lesson. In this way, the student having done a pre-classwork, knows the terms in which the lesson will be developed and is able to take an active part in the development of the topic.

Lecturer need to go beyond its static role as content expert and develop self-learning material that facilitate and promote students’ interests. Offering relatively easy tasks that can be done by the student and in this way, understand the theoretical lesson more deeply.

Focusing on the self-learning material, after a brief theoretical introduction the team members proposed several specific learning activities; On-line searches in official databases, resolution of practical problems, development of ideas related to the lesson, search for unreliable data online, collaborative activities...

To evaluate the success, team members collect students feedback and identify the pros and cons of the project. We want to continue this initiative in a larger number of pilot students who volunteer to experiment and evaluate this learning process.
Learning skills, self-learning, health students.