Resumen

AGUILAR LIENDO, Ana M; CASANOVAS VARGAS, Ma. del C; ALEJO POCOMA, Jimmy  y  VARGAS MURILLO, Gabino. Comparison of two university teaching methods in feeding during the first two years of life. Cuad. - Hosp. Clín. [online]. 2018, vol.59, n.1, pp.29-40. ISSN 1562-6776.

RESEARCH QUESTION: Is there a difference in knowledge retention when applying two types of the teaching -learning process: in situ and a combined in situ and virtual method, among fifth grade medical students? METHOD: Medical students of academic year 2015 received 12 hours of breastfeeding and complementary feeding practical teaching. The results of this experience were previously reported. During the academic year 2016 a combined methodology was used, which included 12 hours face to face practical teaching; additional 12 hours of online activities, included pre-and post- test and the uploading of presentations referred to breastfeeding, complementary feeding and feeding in special situations. In order to assess knowledge retention, the test applied in 2015 was repeated with the students in 2016 at the end of both academic years. It is worth noting that in 2015 the same test was applied during pre and post training, while in 2016 medical students were submitted to a different online version. Descriptive statistics were used for the analysis, average score was compared between student's groups 2015 -2016. 'Students' t-test for independent samples was used to compare means, and a multivariate graphic was used to show medians for each level and factor and the relationship between them, and finally a general lineal model was applied using ANOVA, RESULTS: A total number of 427 students were evaluated in both academic years. Average score was higherin 2015 compared to 2016; the difference was statistically significant. 7 out of 18 questions had a better score in the 2015 group. There was a gender difference in the average score considering both academic years. In none of the two academic years the average score was equal or higher to 50%. The variance analysis showed that gender contributed to 0,79%, and the process of teaching learning method to 19,32% of the difference in results between academic years, some other variables which were not considered may have contributed with 79,89% of the difference. CONCLUSIONS AND DISCUSSION: The study shows the first experience of the pediatric teaching department of the medical college at the University of San Andres La Paz - Bolivia in the introduction of virtual or online teaching, as a complement to in situ. Both modalities registered improvements in knowledge, in separate evaluations. Teaching methodologies and gender explained less than 20% of the results. Other possible factors that could contribute to the remaining difference were grouped in three categories: institutional experience, institutional and personal access to virtual technology and evaluation techniques to measure e-learning and are briefly analyzed. Regardless the results obtained in this study, the combined teaching-learning method implemented in 2016 is a way forward in the teaching process on infant feeding in undergraduate education. It is recommended to take into account the failures identified in this study to improve the combined methodology.

Palabras clave : Undergraduate education; Teaching-learning process; Breastfeeding; Complementary feeding.

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