Construction of media competence in medical education through flipped classroom in a traditional curriculum

Abstract

The obstacles to learning and making diagnoses in undergraduate medical education originate primarily from traditional environments that hinder the formation of media competence. The aim of this study is to identify facilities and obstacles for the development of skills of media competence in medicine students that develops in a traditional curriculum. Materials and methods. An educational intervention was carried out with medical students at a University in Southeast Mexico that maintains the traditional curriculum in blocks of basic and clinical subjects. With them, a flipped classroom process was developed. The learning was evaluated with a rubric for the tasks and the student's diary for post-class activities. The teacher's activities were evaluated with the Ramsden questionnaire. Results. At the beginning the student journals showed transcriptions of information, but at the end of the semester there were 20% of quality searches for answers according to evaluation criteria, and several structured answers were obtained based on scientific evidence. The students evaluated the teaching activities with the questionnaire with a score of more than 75% for each question. Conclusion. Students can move to processes where information management is possible to apply in real-life situations, for which classroom environments must be designed different from the traditional ones even in curricula structured in subjects with rigid limits.