Herramientas didácticas normadas en las guías de práctica de los componentes Histología I, II y Fisiología I, II y su eficacia en el proceso de enseñanza aprendizaje en estudiantes y docentes

Abstract

Abstract: Universities have the obligation to recognize and adjust the academic problems of their students by incorporating different learning resources. A retrospective descriptivestudy of the perception of 130 students and 7 teachers on the application, frequency and effectiveness of educational tools included in 4-component practice guides: Histology I-II and Physiology I-II. The most used and effective tool for 85.7% and 60.9% of Histology I-II students and 100% of Histology II teachers was the Graphification of microscopic observation; for the professor of Histology I (100%) this is ineffective, data supported in Chi square with associations p = 0.535 and p = 0.001. In Physiology I-II the tools most used by students and teachers are PhysioEx 9.0 and Simulation with real subject, the latter the most effective for students of both cycles (85.7%; 83.3%) and teachers (66.7 %) of Physiology II; Physiology I teachers refer very effectively to synoptic tables and mental maps, a statement supported by the association p = 0.043 and p = 0.466, for each cycle respectively.