Gómez Olga, García-Manzanares Maria, Chicharro Deborah, Juárez Miriam, Llamazares-Martín Clara, Soriano Enrique, Terrado José
Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain.
Animals (Basel). 2023 May 17;13(10):1666. doi: 10.3390/ani13101666.
The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020-2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018-2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students' responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students.
混合式学习策略在包括兽医学在内的健康科学领域的应用越来越普遍；然而，关于这些方法应用于实践课的描述却非常少。我们在此描述了基于翻转课堂的实施、协作学习和游戏化的混合式学习在西班牙CEU卡德纳尔·埃雷拉大学2020 - 2021年兽医学大体解剖实践课中的应用。学生们在课程开始前通过观看视频预习并参加测验来为课程做准备。课程以小组形式进行，学生们通过协作学习，并通过纸牌游戏复习所学内容。将运动系统实践考试成绩与2018 - 2019年的成绩进行比较时，观察到有小幅但显著的提高（6.79 ± 2.22对6.38 ± 2.24，<0.05），而器官系统考试的成绩相似（7.76 ± 1.99对7.64 ± 1.92）。在一项满意度调查中，学生们对这种教育方法的激励和促进学习效果的反馈大多是积极的（>80%）。我们的工作表明，基于翻转课堂、融合游戏化和协作学习元素的混合式学习在解剖实践课中的应用可以成为改善学生学习体验的有效方式。
