Evaluation as a key step of the teaching-learning process in Physiology: different strategies to promote the development of content-related and non content-related skills

ENRIQUE N.; LEON I.E; MONCADA M; TOLOSA M.J; MOBILI P.; MILESI M.V

Workshop; IUPS 2017 Teaching Workshop; 2017

Title: Evaluation as a key step of the teaching-learning process in Physiology: different strategies to promote thedevelopment of content-related and non content-related skillsAuthors: Enrique, Nicolás (1); León, Ignacio Esteban (1); Moncada, Melisa (1); Tolosa María José (1); Milesi, María Verónica (1);Mobili, Pablo (1) (1) Cátedra de Fisiología - Departamento de Ciencias Biológicas, Facultad de Ciencias Exactas, Universidad Nacional de LaPlata. Argentina.This abstract is the result of the work of the teachers involved in the Physiology course. All of the authors contributedequally to this work.We generate a new approach in the teaching of Physiology, initially modifying curricular aspects, understanding that acurricular innovation will be effective only if it is accompanied by innovations in the way of evaluation (Bonsón and Benito,2005).The planification of the Physiology course was developed in a sequential way, starting with basic aspects of generalcellular physiology and advancing towards the physiology of the systems.We changed the traditional summative evaluation for several evaluation methodologies, to improve the teaching-learningprocesses. We incorporate: (a) weekly evaluations; (b) oral exposition group workshop; (c) mock test; (d) final open bookwritten exam.(a) Weekly evaluationsWe create not mandatory multiple-choice online exams in the Moodle platform. We asked about contents developedduring the week, which we consider elementary for the understanding of the topics. The next class we reviewed theconcepts that had a high percentage of incorrect answers. Objective: periodical revision of student learning in specific topics.(b) Oral workshopIt consisted of a group work with open guidelines and topics. The workshop was defended orally during a class andevaluated by teachers, peers and themselves.Objective: evaluate in similar conditions to professional life (group work, oral exposition, written reports).(c) Mock testNear the exam date, we performed a mock test. This was solved on individually, open book and then we made a finaldiscussion.Objective: acquire practice and become familiar with the exam situation (reduce stress levels and lose the fear inproblematic situations).(d) Final open book written exam This exam constitutes the accreditation of the course. Since 2016, we have given to the students the possibility to usebibliography during the exam (open book). The aim of this change was to reduce the factors that students commonlyindicated as impediments to demonstrate learning.Objective: evaluation of the student´s individual learning.CONCLUSIONSThe experience of these years allowed us to reflect on the importance of accompanying the curricular changes withchanges in the evaluation methodology, seeking that the qualification of the student is more related to the acquired skills solving problems than the ability to remember information. We also consider important to give students responsibility in the process of their own learning, giving them the chance toparticipate and to evaluate the course and the teaching-learning processes.