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Relación entre los conocimientos previos y el rendimiento en la asignatura bioquímica en estudiantes de medicina
Abstract
The relationship between the results of a previous knowledge diagnostic exam (DE), the academic performance in biochemistry, and the way the students were admitted to the "Luis Razetti" Medical School in 2004-2005, was determined. The average grade obtained in the diagnostic exam was 10.2 ± 5.4 and had a Pearson correlation of 0.7 (P= 0.000) with the academic performance. It was found that students that were admitted to the UCV by a selection process have a better outcome in the diagnostic exam (10.7 ± 5.58 vs. 8.2 ± 4.6) and in the academic performance, compared to the students that were admitted by any of the admission agreements subscribed by the UCV. It was concluded that students that do not have the previous knowledge required have more probability to obtain low califications in biochemistry.
... A second problem that appears in university classrooms is a high drop-out rate. On many occasions, this is related to the training acquired by students in pre-university education, since this training is essential when assimilating the concepts of certain subjects (Mizala, Romaguera & Reinaga, 1999, Sánchez & Miguel, 2006, Muñoz-Comonfort, Leenen & Fortoul-van der Goes, 2014. ...
... Several studies confirm that, to pass quantitative subjects, such as the one we analyze in this work, it is essential to have acquired a minimum competency in pre-university educational levels, since if the students do not understand the basic concepts this will result in a low academic performance (Sánchez & Miguel, 2006;Rúa et al., 2010). Regarding the students who are studying the subject, approximately half of them do not have sufficient previous knowledge to pass it, since they have not done any subject related to statistical methods in the Baccalaureate. ...
... al, 1988, p. 115); en este sentido, el grupo situacional parece haber contribuido más a la homogeneidad de los puntajes en ambas variables, ya que tiende a concentrarlos en el nivel alto. Al respecto, un estudio realizado porSánchez y Miguel (2006) reporta una correlación positiva entre los conocimientos previos y el rendimiento académico en un curso de Bioquímica impartido para estudiantes de medicina, por lo que concluyen señalando que estudiantes con conocimientos previos deficientes tendrían poco éxito en ese curso, lo que se puede entender como un bajo logro académico; por lo tanto, los resultados encontrados en la presente investigación están también en correspondencia con los encontrados en dicho estudio.Consideraciones generales y sugerencias ...
RESUMEN Este trabajo de campo busca comparar dos grupos de estudiantes, bajo diferentes enfoques didácticos de laboratorio,en relación con su logro académico, como un indicador de aprendizaje significativo, en un proyecto final sobre enzimas en un curso de Bioquímica, tomando en cuenta los conocimientos previos como constructo desde la teoría de Ausubel. Esto implicó la búsqueda de asociación entre las variables referidas a conocimientos previos y logro académico, por lo que la investigación consistió en un diseño comparativo-relacional. Se desarrolló con docentes en formación de las áreas de biología y de química de un curso de bioquímica del Instituto Pedagógico de Caracas, los cuales constituyeron una muestra de 35 estudiantes, distribuidos como grupo situacional bajo un enfoque didáctico epistemológico-constructivista alternativo (n = 14) y grupo referencial bajo un enfoque tradicional (n=21).El análisis requirió de estadísticos no paramétricos. Los resultados revelaron diferencias significativas entre los grupos en cuanto al nivel de conocimientos previos y el logro académico en el proyecto desarrollado sobre enzimas, así como una asociación positiva entre estas dos variables. Se aprecia el valor de los conocimientos previos en la teoría ausubeliana, contribuyendo con una medición práctica de este constructo que propicia la búsqueda de alternativas cada vez más cónsonas con su naturaleza. Palabras claves: conocimientos previos, aprendizaje significativo, enzimas, logro académico, laboratorio de ciencias. ABSTRACT This fieldwork seeks to compare two student groups, under different didactic laboratory approaches, in relation to their academic achievement, as a meaningful learning indicator, in a final project on enzymes in a biochemistry course, taking into account previous knowledge as a construct from the theory of Ausubel. This implied the search for the association between the previous knowledge and academic achievement variables, so the research consisted of a comparative-relational design. It was developed with teachers trainees in the areas of biology and chemistry of a biochemistry course of the Pedagogical Institute of Caracas, whoconstituted a sample of 35 students, distributed as a situational group under a didactic epistemological-constructivist alternative approach (n = 14) and a referential group under a traditional approach (n = 21). The analysis required non-parametric statistics. The results revealed significant differences between the groups in the level of previous knowledge and academic achievement in the project developed on enzymes, as well as a positive association between these two variables. The value of previous knowledge in the ausubelian theory isappreciated, contributing with a practical measurement of this construct that propitiates the search for alternatives more and more in harmonyt with its nature.
... El aprendizaje de las reacciones químicas y la síntesis de compuestos en el aula representan uno de los principales objetivos de los cursos de química orgánica; describir de forma adecuada los mecanismos de reacción y predecir los compuestos resultantes, es uno de los mayores retos que enfrentan los estudiantes (Wentland, 1994). Consideramos conveniente que al inicio del curso se realice una evaluación diagnóstica (Sánchez y Miguel, 2006) que oriente a los profesores en la adecuación de sus clases y les permita conocer la situación particular de sus alumnos. Cabe señalar que los alumnos inscritos en la UEA (Unidad de Enseñanza Aprendizaje) de Química Orgánica II han cursado previamente la UEA de Química General y Química Orgánica I, por lo que resulta necesario indagar cuáles son los conocimientos teóricos adquiridos antes de abordar la Química Orgánica II. ...
Describing the adequate form of the reaction mechanisms and predicting the resulting compounds represent a challenge for students. A diagnostic evaluation was applied to a group of students enrolled in the industrial biochemistry engineering and food engineering programs who were taking an organic chemistry II class in the Unit of Teaching and Learning (UEA – Unidad de Enseñanza-Aprendizaje) to get well-acquainted with the basic concepts acquired in previous courses. The concepts that were evaluated were: Non-shared electrons, partial and formal charges, covalent and ionic bonds, homolitic and heterolytic break. The results of this research allowed to detect a deficient conceptual, procedural knowledge and a lack of systematization for the comprehension and development of the reaction mechanisms.
... By choosing a quantitative subject to carry out methodological and evaluating innovations, we were aware that to pass this subject without excessive difficulty it was fundamental for students to have acquired an appropriate skills level in pre-university teaching. This is because a lack of understanding of the basic concepts may lead to a low academic performance ( [12], [13]). ...
The aim of this work is to study different ways of improving the academic performance of students who access University for the first time. The measures which we propose are implemented within the new teaching-learning model which the European Higher Education Area has established. We start from the conviction that university teachers currently organize learning environments which involve their students through appropriate strategies and activities. In this framework, we believe that the students' tutored and self-directed learning favors their acquiring the knowledge and skills necessary to pursue their university studies and to achieve successful integration into the labor market. To carry out the study we have chosen students who study Financial Mathematics in the second semester of the first year of the Double Degree in Finance and Accounting and Law in the 2015-16 academic year. We have done so due to this subject having very high absenteeism and failure rates. This is why we, the teachers, decided that modifications in the teaching-learning process were necessary. A subject which is taught in the second semester of the first year has additional inconveniences. If students do not adapt well to the university world in the first semester, in the second they will have to study not only the subjects of that semester but also continue preparing one or more subjects which are pending from the first semester and that, therefore, they will have to try and pass in the July sitting. Likewise, it is to be said that Business Mathematics I is among the subjects which tend to have a high failure rate. This means that when, in the second semester, the students attend the first classes of Financial Mathematics, their inclination is not very positive. Specific measures need to be adopted to correct this attitude. All this has led us to put into place in the 2015-16 academic year a Project of Methodological and Evaluating Teaching Innovation which has had three main goals: to reduce the drop-out rate, to increase the number of students who pass this subject and to boost the students' self-directed learning. To achieve the first two objectives, we believed that it was necessary to have more information about the students (personal and academic characteristics) in order to make changes in the evaluation system and to foster the use of tutoring. With respect to the third target-to improve self-directed learning-we wanted the students to become aware that, given the subject's characteristics (6 ECTs), they had to work more independently for an average of six hours per week to be able to acquire the knowledge and skills necessary to pass the subject, and also that this work would be supervised. Having studied the results obtained it may be said that we have achieved what we proposed.
... 7. Diversos autores han reportado una correlación positiva entre indicadores de conocimientos o rendimiento académico previo y el rendimiento estudiantil. [8][9] Según ellos, estos amplían las habilidades de los estudiantes para asimilar e integrar la información, así como para distinguir los conceptos relevantes de los que no lo son. ...
The contents related to the physical exam of healthy individuals were previously studied in the subject Introduction to the Clinics in the Medicine career, from the academic year 2008-2009 on, they are studied in the Integral General Medicine discipline, and they were reorganized in a way they coincide with Morpho-physiology, so as to grasp greater clinical- basic ties. The professors from both disciplines embraced the proposal favorably; however, some negative criteria have been expressed by the teachers and the students about the precedence of contents that should exist between both disciplines, in respect to the physical exam in the Integral General Medicine, as well as the difficulties this problem originates. The objective of this work is to design a curricular implementation proposal to favor the disciplinary coordination between the Integral General Medicine and the Morpho-physiology disciplines.
... Numerosos trabajos confirman que especialmente en el caso de las asignaturas cuantitativas, como la que nos ocupa, es fundamental contar con el suficiente nivel competencial adquirido en la etapa preuniversitaria, ya que si no entienden los conceptos básicos ello hará que el rendimiento académico sea bajo (Rúa et al., 2010;Sánchez y Miguel, 2006). ...
En los tres últimos cursos académicos hemos introducido modificaciones en el proceso de enseñanza-aprendizaje de la asignatura "Métodos Cuantitativos aplicados a las Ciencias Sociales", una asignatura obligatoria que se imparte en la Universidad Pablo de Olavide. Al ser una asignatura de tipo cuantitativo, hemos detectado que una gran parte del alumnado que cursa un Grado en el ámbito de las Ciencias Sociales suele mostrar a priori un rechazo hacia la misma. En ello influye el hecho de que en la enseñanza preuniversitaria no hayan recibido una formación adecuada en la materia. Así, al no entender los conceptos básicos esto conlleva un bajo rendimiento académico que en ocasiones les hace abandonar la asignatura casi al inicio del curso. Para evitar estos problemas y siendo conscientes de la importancia de conocer los métodos cuantitativos al incorporarse al mundo laboral, en los últimos cursos académicos hemos dado una mayor relevancia a la adquisición de competencias relacionadas con la realización del trabajo autónomo individual y con el trabajo en grupo, de manera que hemos reducido notablemente la tasa de abandono de la asignatura y mejorado el rendimiento académico.
Biochemistry can be a tough subject when starting medical studies. This is very sad, for needless difficulties throw a dark robe over a beautiful (and essential) body of knowledge. Medical schools all over the world find themselves facing varied problems in undergraduate students' performance in biochemistry. This is an everyday issue in medical schools and it tends to get worse due to gigantic steps in medical research. In this book some of the most frequently confronted stumbling blocks are analyzed and a methodology that may help inexperienced teachers to address those problems is laid out. The bulk of the book is in over 400 multiple choice questions (and their correct answer) that are thought for and should help students in their self-evaluation and also inspire junior.
Como primera parte, el libro, destinado a estudiantes de medicina, incluye indicaciones sobre cómo abordar el estudio de la bioquímica, que son el resultado de más de 30 años dedicados a la docencia, así como la experiencia de 10 años como profesora consejera de estudiantes con problemas de rendimiento. El cuerpo del libro son más de 400 preguntas (tipo test) de bioquímica. Las preguntas están construidas de acuerdo a criterios pedagógicos y técnicos que incluyen el énfasis en aspectos relevantes para los estudios médicos, privilegiando los aspectos funcionales de los procesos bioquímicos, así como los relacionados con las patologías más frecuentes en la práctica clínica. Adicionalmente, el libro incluye una serie de recomendaciones destinadas a los profesores, sobre todo a los más jóvenes, con la intención de facilitarles la tarea de formular preguntas de bioquímica. Desde este 2021 está disponible una nueva versión interactiva que puede descargar en https://bioquimedia.blogspot.com/p/400preguntas.html
Describing the adequate form of the reaction mechanisms and predicting the resulting compounds represent a challenge for students. A diagnostic evaluation was applied to a group of students enrolled in the industrial biochemistry engineering and food engineering programs who were taking an organic chemistry II class in the Unit of Teaching and Learning (UEA - Unidad de Enseñanza-Aprendizaje) to get well-acquainted with the basic concepts acquired in previous courses. The concepts that were evaluated were: Non-shared electrons, partial and formal charges, covalent and ionic bonds, homolitic and heterolytic break. The results of this research allowed to detect a deficient conceptual, procedural knowledge and a lack of systematization for the comprehension and development of the reaction mechanisms.
Introduction: Medical students academic evaluation has been associated with a variety of factors, specially with high school previous knowledge (diagnostic exam); for this reason the description of the midterms outcomes from their previous knowledge evaluation will provide information to detect those students at risk of academic failure, and to offer some remedial options according to their needs. Objective: To identify the relationship between the diagnostic exam outcomes and the grades obtained in their midterm exams form the courses taken during the first year of medical school. Method: A correlational and comparative study from 6 590 students obtained from a six batch of students (2007 to 2012). Correlations were calculated for each batch, three different high schools programs and for the average grades in midterms obtained in the six first-year regular courses. Results: Differences in the diagnostic evaluation were found in the three different high school programs (NO UNAM, ENP and CCH). Those from NO UNAM had the highest correlation values in the six basic courses and in the six different batches of students contrasted with ENP and CCH. Biochemistry had the highest correlations for in the three high school programs: ENP (ranged from 0.38 to 0.55), CCH (0.42 to 0.58) and NO UNAM (0.63 to 0.82), whereas Public Health had the lowest correlations with ENP (0.26 and 0.42), CCH (0.36 to 0.47) and NO UNAM (0.51 and 0.70). Conclusion: Our results exhibit a correlation within the average grades in the first-year midterms basic courses and the diagnostic exam, information that in further studies could be useful to predict the academic outcomes and to offer preventive options to support those students at risk of academic failure.
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