The flipped classroom method in Chemistry subjects for biomedical and diagnostic specialties
Abstract
Introduction: the accelerated introduction of information and communication technologies in the improvement of professionals, requires the abandonment of teaching based on the transmission of information by the teacher. The method called flipped classroom is an alternative to traditionalist teaching.
Objective: to implement the flipped classroom method in the dynamics of the teaching-learning process of the General Chemistry and Organic Chemistry subjects of the biomedical and diagnostic specialties.
Methods: a pre-experimental study with post-test was carried out at the medical university of Ciego de Ávila between 2015 and 2019, with all the residents who took the subjects. The flipped classroom method included the procedures: independent work orientation, self-preparation and systematization of the content in the face-to-face activity. Participant observation, a survey of residents and documentary analysis of the evaluations were used. Ethical principles were met.
Results: all aspects were evaluated between adequate and very adequate. The overall effectiveness of the method was very adequate in all surveys. The lowest score was received by the time used for independent work. Superior results were evidenced in the appropriation of content, independence, the development of informational skills, the use of technologies and the link between Chemistry and Medicine.
Conclusions: the implementation of the flipped classroom method in General Chemistry and Organic Chemistry subjects in biomedical and diagnostic specialties, contributed to perfecting the dynamics of the teaching-learning process.Downloads
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