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Boletín Clínico de la Asociación Médica del Hospital Infantil del Estado de Sonora

2025, Number 1

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Bol Clin Hosp Infant Edo Son 2025; 42 (1)

Active Feedback In Situ as a Teaching Tool In Practical Histology

López-Cervantes JG, Valencia-Núñez LM, Duarte-Tagles HF, Mayon-Flores BA

Language: Spanish
References: 23
Page: 7-16
PDF size: 639.04 Kb.


ABSTRACT

Feedback is a teaching-learning method that focuses on the learner with a daily basis application in which the acquired knowledge is prolonged over time, reducing stress caused by arduous study and exams. In the present study, feedback was applied to the practical histology course and its academic impact was evaluated. 66 second semester students from the School of Medicine of University of Sonora participated. They were divided into two groups: A (30 students) and B (36 students). Feedback was developed during each practice. To evaluate performance, the grades obtained in each practice were monitored. At the end of the semester, a Likert-type survey was carried out to demonstrate the perception of feedback. The results show that over 90% of the students strongly agree or agree that feedback is a good strategy to help improve laboratory practices and correct mistakes while it fomented empathy and dialogue. Consequently, the average grade obtained in practice reports each term increased in both group A (87.88, 93.23, 97.17) and group B (84.01, 91.59, 96.50). As an additional finding, taking starter quizzes before practice provoked a resilience- type feeling by achieving a higher score in the final evaluation contrary to taking it afterwards. The feedback learning-teaching method was perceived as a valuable tool that through active participation facilitates assimilation, correlation and therefore, consoli- dation of knowledge, having an impact on academic performance.


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