Male infertility diagnostic laboratories during COVID-19 pandemic: development of a novel teaching/learning strategy
[EN] Objective: To design and implement a laboratory teaching/learning strategy applied to male infertility diagnostic during COVID-19 pandemic. Methods: Seventy-five students attending Module 3 (M3): Male Infertility Diagnostic Laboratories, of curricular unit Laboratories in Biomedicine 5 were div...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/172081 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/172081 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher Education Learning Educational systems Teaching COVID-19 Male infertility Diagnostic tools Practical classes Laboratory instruction Students’ motivation |
| Sumario: | [EN] Objective: To design and implement a laboratory teaching/learning strategy applied to male infertility diagnostic during COVID-19 pandemic. Methods: Seventy-five students attending Module 3 (M3): Male Infertility Diagnostic Laboratories, of curricular unit Laboratories in Biomedicine 5 were divided into 8 groups to reduce students’ number in class. M3 was organized in 2 Wet labs (WL; laboratory training) and 2 Dry labs (DL; theoretical-practical classes). At the end of M3, students completed a satisfaction survey. Results: Results showed that most students were satisfied with topics addressed, time dedicated outside the class, evaluation, and overall organization of WL and DL. The protocols provided and general conditions of WL were considered satisfactory. Only positive classifications were attributed to the learning goals, relevance of knowledge acquired, and opportunities to ask about evaluation. Qualitative data suggested that the dynamics, innovation, and organization of classes, allied to the knowledge and motivation of professors, provided the appropriate learning environment. Conclusions: The methodology implemented in M3 during COVID-19 pandemic represents a valid strategy to encourage and motivate students learning, stimulate teamwork, communication, and autonomy in the laboratory. Preparing dynamic, attractive, and motivating classes increases student's general satisfaction, improving the efficiency of the learning/teaching process. |
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