Bordoni N E, Pereyra de Cantón L, Pérez de Galli A, Doño R, Basso M, Gruss de Ulnik M
Educ Med Salud. 1986;20(1):86-95.
The article compares the learning performances of dentistry students in participative theory classes and using self-teaching modules. The subjects were a group of third-year students in the School of Dentistry of the University of Buenos Aires, who were divided into two subgroups, one that attended the participative theory class and the other that used the self-teaching modules. The information imparted was exactly the same in both cases. A written test was administered and graded by the instructors. The process was repeated with another group of students using other subject matter. The findings of this study showed that there was no significant difference between the two methods in terms of student performance. The self-teaching modules improved the learning results of the group of students with the lower performance rating, which indicates that this teaching method is particularly effective for students conventionally rated as poor performers.
本文比较了牙科专业学生在参与式理论课程和使用自学模块两种情况下的学习表现。研究对象是布宜诺斯艾利斯大学牙科学院的一组三年级学生，他们被分成两个小组，一组参加参与式理论课程，另一组使用自学模块。两种情况下传授的信息完全相同。由教师进行书面测试并评分。对另一组学生使用其他主题重复了这一过程。本研究结果表明，两种方法在学生表现方面没有显著差异。自学模块提高了成绩评级较低的那组学生的学习成绩，这表明这种教学方法对传统上被评为成绩较差的学生特别有效。
