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

LEÓN, IGNACIO E.; MILESI, MARIA VERÓNICA; ENRIQUE, NICOLÁS; TOLOSA, MARÍA JOSE; MONCADA, MELISA; MOBILI, PABLO

Armação dos Búzios, Rio de Janeiro

Workshop; IUPS 2017 Teaching Workshop; 2017

IUPS (International Union of Physiology Sciences)

We generate a new approach in the teaching of Physiology, initially modifying curricular aspects, understanding that a curricular innovation will be effective only if it is accompanied by innovations in the way of evaluation (Bonsón and Benito, 2005).The planning of the Physiology course was developed sequentially, beginning with basic aspects of general cellular physiology and advancing towards the physiology of the systems.We changed the traditional summative evaluation for several evaluation methodologies, to improve the teaching-learning processes. We incorporate: (a) weekly evaluations; (b) oral exposition group workshop; (c) mock test; (d) final open book written exam.(a) Weekly evaluationsWe create not mandatory multiple-choice online exams in the Moodle platform. We asked about contents developed during the week, which we consider elementary for the understanding of the topics. The next class we reviewed the concepts 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 and evaluated 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 final discussion.Objective: acquire practice and become familiar with the exam situation (reduce stress levels and lose the fear in problematic 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 use bibliography during the exam (open book). The aim of this change was to reduce the factors that students commonly indicated 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 with changes 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 to participate and to evaluate the course and the teaching-learning processes.