Resumo

AGUILAR-LIENDO, A M; CASANOVAS-VARGAS, M D C; ALEJO-POCOMA, J  e  VARGAS-MURILLO, G P. Qualitative and quantitative assessment of combined teaching - learning process on feeding of children under two years of age. Cuad. - Hosp. Clín. [online]. 2019, vol.60, n.2, pp.32-38. ISSN 1562-6776.

Abstract Introduction. The Pediatric Department with the support of the Institute of Research in Health and Development of the UMSA has developed a practical and theoretical teaching module to provide updated scientific knowledge on food and nutrition for children under two years ofage. During the last university year, virtual teaching has been introduced to increase reading time, and to have more space for practical activities. Material and Methods. The objective of this article is to identify the strengths and weaknesses of the combined Learning Teaching Process using quantitative (pre and post-test) and qualitative methodology (focus group); 39 students participated in the study. In the post-intervention knowledge test obtained a score of 771 higher than the one prior to intervention (p = 0.000 ((95% CI 642.35 - 901.23), and spent shorter time in answers (-219.43 seconds p = 0.0000 (95% CI % (146.98 - 291.88). A total of 81% of students were in the limit orabove what was considered adequate or minimum computer facilities. The focus group evidenced difficulties in the virtual portal, as many steps for the entrance, the saturation of the service and others, multiple suggestions were given to improve the module. Results. This study shows that in addition to acquiring knowledge, students have been involved in the different aspects of the Teaching Learning Process (TLP). Based on their suggestions, changes such as the introduction of collaborative digital tools (Wiki) have been made. Conclusions. The article concludes indicating that the combined TLPappliedin the pediatric department of the UMSA improves the students' acquisition of knowledge and practices on breastfeeding and complementary feeding of the child two years

Palavras-chave : Teaching-learning process; University education; Education on feeding infants and young children.

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