Comparative analysis of the teaching-learning model and evaluation of the Human Anatomy of the ear: Review of university books recommended by teachers in southwestern Colombia
Main Article Content
Keywords
University student, Teaching, Learning, Evaluation, Anatomy
Abstract
This article seeks to analyze and compare the model of teaching, learning and evaluation (E-AEv) presented by university books recommended by teachers from the south west of Colombia in the Human Anatomy of the ear of the Human Macroscopic Anatomy subject. The research was carried out from the descriptive approach by validation of experts, through the analysis and comparison of the preface, the index and chapters related to the anatomy of the ear. The analysis identified a vocabulary from the scientific heritage based on international anatomical terminology. The use of images of isolated organs was evidenced in all the texts analyzed. For student learning, some books present a guide via the internet. As for teaching, it is dissimilar between books; These use different representations to model a structure that is complex to understand and imagine, in addition, it does not pose an evaluation of the fundamental concepts or of the topics presented in anatomy of the ear. In conclusion, the review of these literary works responds to a teaching-learning conception as a quantitative increase of knowledge without including laboratory practices, guiding questions, or content evaluations.
References
Azer, S. A., & Azer, S. (2016). 3D Anatomy Models and Impact on Learning: A Review of the Quality of the Literature. Health Professions Education, 2(2), 80–98. https://doi. org/10.1016/j.hpe.2016.05.002
Chatain, I., & Bustamente, J. (1986). Anatomía Macroscópica Funcional y Clínica. Mexico. Sistema Tecnicos de Edición , S.A
Colección Latarjet. Anatomía Humana (Incluye versión digital): (. (n.d.). Retrieved April 5, 2020, from https://www.medica- panamericana.com/Libros/Libro/6313/ Coleccion-Latarjet-Anatomia-Humana-Incluye-version-digital.html
Costa, J., Caldeira, H., Gallástegui, J. R., & Otero, J. (2000). An analysis of question asking on scientific texts explaining natural phenomena. Journal of Research in Science Teaching, 37(6), 602–614. https://doi.org/10.1002/1098- 2736(200008)37:63.0.CO;2-N
Escobar Pérez, Jazmine y Cuervo Martínez, Á. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances En Medición, 6(1), 27–36. http:// www.humanas.unal.edu.co/psicometria/ files/7113/8574/5708/Articulo3_Juicio_de_ expertos_27-36.pdf.
Gómez-Clavelina, F., Irigoyen-Coria, A., Hernández-Torres, I., Quiroz-Pérez, J. R., García-Pedroza, F., Baillet-Esquivel, L., Chapa-Luque, T., Jiménez-Galván, I., Landgrave-Ibañez, S., & Sánchez-Ahedo, R. (2014). Los objetos de aprendizaje reutilizables como recurso para la docencia en Medicina Familiar. Atención Familiar, 21(2), 58–61. https://doi.org/https://doi. org/10.1016/S1405-8871(16)30016-5
Izquierdo, M. (2017). 1. Izquierdo M. Estructuras retóricas en los libros de ciencias. Tarbiya Rev Investig e innovación Educ. 2017;42(2):11–34. Estructuras retóricas en los libros de ciencias. Tarbiya: Revista de Investigacion e Innovación Educativa, 42(2), 11–34.
Jameel, T., Gazzaz, Z. J., Baig, M., Tashkandi, J. M., Alharenth, N. S., Butt, N. S., Shafique, A., & Iftikhar, R. (2019). Medical students’ preferences towards learning resources and their study habits at King Abdulaziz University, Jeddah, Saudi Arabia. BMC Research Notes, 12(1), 1–6. https://doi. org/10.1186/s13104-019-4052-3
Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. Computers and Education, 106, 150–165. https://doi.org/10.1016/j.compedu.2016.12.009
Keith L. Moore, Dalley, A. F., & Agur, A. M. R. (2013). Anatomía con orientación clínica (7th ed.).
Latarjet, M., & Ruiz, A. L. (2005). Anatomía Humana (4th ed.). Buenos Aires. Editorial Panamericana
Liard, L. &. (2007). Anatomía Humana. 4a ed. Tomos I. In Editorial Médica Panamericana.
LilianaI.Viera, S. R. (2017). El laboratorio en Química Orgánica: una propuesta para la promoción de competencias científico-tecnológicas. 262–268.
Lippert, H. (1999). Anatomia. Alemania. Marbán
Lippert, H. (2013). Anatomía con orientación clínica para estudiantes. Alemania. Marbán
Nadina Travieso Ramos. (2018). Investigación educativa para la formación de posgrado de docentes en la educación médica. 22(5), 498–507.
Ng CL Chee SC, Ngo RY, L. X. (2015). An Innovative 3-dimensional Model of the Epitympanum for Teaching of Middle Ear Anatomy. In Otolaryngology--head and neck surgery (Vol. 153, Issue 5, p. 832). SAGE Publications Inc. http://ovidsp.ovid.com/ ovidweb.cgi?T=JS&PAGE=reference&D=c ctr&NEWS=N&AN=CN-01105493
Perales Palacios, F. J., & Dios Jiménez, J. de. (2002). Las Ilustraciones en la enseñanzaaprendizaje de las ciencias. Ensenanza de Las Ciencias, 20(3), 369–386.
Pró, E. A. (2012). Anatomía Clínica. Buenos Aires. Médica Panamericana
Richard L. DrakeA. Wayne VoglAdam W. M. Mitchell. (2015). Anatomía para estudiantes (Tercera ed).
Rodríguez-Herrera, R., Losardo, R. J., & Binvignat, O. (2019). La Anatomía Humana como Disciplina Indispensable en la Seguridad de los Pacientes. International Journal of Morphology, 37(1), 241–250. https://doi. org/10.4067/s0717-95022019000100241
Smith, C. F., & Mathias, H. S. (2010). Medical students’ approaches to learning anatomy: Students’ experiences and relations to the learning environment. Clinical Anatomy, 23(1), 106–114. https://doi.org/10.1002/ ca.20900
Sutton, C. (1997). Ideas sobre la ciencia e ideas sobre el lenguaje. Alambique : Didáctica de Las Ciencias Experimentales. Barcelona, 1997, n. 12 ; p. 8-32. http://hdl.handle. net/11162/25284
Vásquez, B., & del Sol, M. (2015). Terminologia anatomica y terminologia histologica. Un lugar de encuentro entre los morfólogos. International Journal of Morphology, 33(4), 1585–1590. https://doi.org/10.4067/ S0717-95022015000400064
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Leonardo Steven García Martinez, University of the Valley, Colombia
Professor of the Department of Morphology. Valley University. Cali, Colombia. MSc. Biomedical Sciences with an emphasis on Human Anatomy. Physiotherapist.
Janneth Rocío Zúñiga, University of the Valley, Colombia
Full Professor Department of Morphology. Valley University. Cali, Colombia. MSc. Biomedical sciences. Oral and Maxillofacial Surgery. Dentist.
Sonia Osorio Toro, University of the Valley, Colombia
Assistant Professor Department of Morphology. Valley University. Cali, Colombia. MSc. Biomedical sciences. Doctorate in Education