INTERACTIVE TOOLS TO STANDARDIZE SEMIOLOGY TEACHING

Módulos Interactivos en línea de semiología médica. Una herramienta para estan-darizar el aprendizaje clínico.

Author
González, Alejandro; departamento de medicina interna, Pontificia Universidad Catolica, Hospital Sotero del Rio/Hospital Clinico UC

Vargas, Bryan; Alumno de la Escuela de Medicina, Pontificia Universidad Católica, Santiago, Chile

González, Vicente; Alumno de la Escuela de Medicina, Pontificia Universidad Católica, Santiago, Chile

Reyes, Ignacio; Alumno de la Escuela de Medicina, Pontificia Universidad Católica, Santiago, Chile

Sarfatis, Alberto; Departamento de Medicina Interna, Facultad de Medicina, Pontificia Universidad Católica, Santiago, Chile

Full text
http://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/5149
Abstract
Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning.
 
Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning.
 
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