Uso de videos como material complementario en la enseñanza de la Otorrinolaringología
Resumen Introducción y objetivo: Los videos, como material didáctico complementario, pueden reemplazar parte de las horas de docencia y ayudar en la adquisición de conocimientos en Otorrinolaringología. Para ello se pretende analizar el impacto de la visualización de 4 videos en el resultado de 6 preguntas específicas del examen teórico de la asignatura y evaluar la percepción de estos videos. Método: Estudio analítico cuasi experimental transversal realizado en 213 estudiantes de Otorrinolaringología de la Universidad Autónoma de Madrid divididos en 2 grupos: grupo intervención y grupo control. Las diferencias en el rendimiento en las 6 preguntas entre ambos grupos se determinaron mediante la prueba χ² o el test exacto de Fisher, con un valor de significación p<0.05. Además, para evaluar la percepción de los estudiantes se revisaron las opiniones registradas en los cuadernos de rotación hospitalaria. Resultados: Los videos tuvieron 883 visualizaciones al momento del análisis de los datos y la mayoría de opiniones fueron positivas (94.87%). Se observaron diferencias significativas (p<0.01) en el resultado de los estudiantes en dos preguntas: “oído 1” (27.78% de aciertos en el grupo intervención vs. 7.50% en el grupo control) y “cuello 2” (38.89% vs. 81.80%). La mayoría de los comentarios sobre los videos (94.87%) fueron positivos. Discusión y conclusiones: no se pudo demostrar un impacto directo en los resultados académicos pero el fácil acceso a los videos y los comentarios positivos sobre estos evidenciaron su utilidad como una herramienta complementaria para la enseñanza de la asignatura.
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UAM. Guía Docente de Otorrinolaringología. Graduado en Medicina. Madrid: Universidad Autónoma de Madirid; 2014 [Available from: https://bit.ly/3zvkd6K.
Ausín V, Abella V, Delgado V, Hortigüela D. Aprendizaje Basado en Proyectos a través de las TIC: Una Experiencia de Innovación Docente desde las Aulas Universitarias. Formación universitaria. 2016;9(3):31-8. doi: 10.4067/S0718-50062016000300005.
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Declaración de Helsinki de la Asociación Médica Mundial. Principios éticos para las investigaciones médicas en seres humanos. Fortaleza: 64.a Asamblea General de la AMM;2013 [Available from: https://goo.gl/hvf7l1]
UAM. Convocatoria de Innovación Docente 1819 Madrid: Universidad Autónoma de Madrid; 2018 [Available from: http://bit.ly/2Y9de5k.
Paegle RD, Wilkinson EJ, Donnelly MB. Videotaped vs traditional lectures for medical students. Medical education. 1980;14(6):387-93. doi: 10.1111/j.1365-2923.1980.tb02389.x.
Kline P, Shesser R, Smith M, Turbiak T, Rosenthal R, Chen H, et al. Comparison of a videotape instructional program with a traditional lecture series for medical student emergency medicine teaching. Annals of emergency medicine. 1986;15(1):16-8. doi: 10.1016/s0196-0644(86)80480-2.
Ramlogan S, Raman V, Sweet J. A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology. European journal of dental education : official journal of the Association for Dental Education in Europe. 2014;18(1):31-8. doi: 10.1111/eje.12053.
Williams A, Birch E, Hancock P. The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology. 2012;28(2). doi: https://doi.org/10.14742/ajet.869
Kauffman CA, Derazin M, Asmar A, Kibble JD. Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class. Advances in physiology education. 2018;42(4):593-8. doi: 10.1152/advan.00123.2018.
Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical education online. 2019;24(1):1666538. doi: 10.1080/10872981.2019.1666538.
Stevens NT, Holmes K, Grainger RJ, Connolly R, Prior AR, Fitzpatrick F, et al. Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? BMC medical education. 2019;19(1):408. doi: 10.1186/s12909-019-1843-0.
Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. Journal of medical Internet research. 2016;18(1):e2. doi: 10.2196/jmir.4807.
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Morales-Puebla, J. M., Gómez-Camacho, H., Gavilán, J., & Lassaletta, L. (2023). Uso de videos como material complementario en la enseñanza de la Otorrinolaringología. Revista ORL, 14(4), e31242. https://doi.org/10.14201/orl.31242
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