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9th Annual Meeting
July 14-19,
2005
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Abstract Category: Methods |
Poster ID: M3 |
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THE WALL AS A LEARNING TOOL Nancy E. Fernández-Garza M.D*., Carlos E. de la Garza-González, M.D. Department of Physiology and Department of Embriology, Medicine School, Universidad Autónoma de Nuevo León, Monterrey, N.L. 64420, México. In the last ten to fifteen years, computers had become a common and very useful learning tool. These days, we can find them in every university and even in every classroom or students laboratory. They are used by students to learn, especially through multimedia packages. Maybe that is the reason why, sometimes it is forgotten to take advantage from more simple learning tools. Two years ago, following a student suggestion, we draw figures and diagrams in the physiology laboratory wall. The draws were selected having in mind that they could help students to learn by remarking the most relevant laboratory activities. During the 2004 winter semester, the usefulness of the wall draws for the learning during the laboratory activities was evaluated. For the evaluation, the percentage of students that went to the wall during a laboratory session looking for information was measured, and students were asked to answer a survey about the usefulness of the draws for the understanding of the activities they did in the laboratory. In all lab sessions, in them activities were related to the draws, an average of 80% of students seek after information in the wall draws, and it was common to hear a discussion when they were in front of them. The survey results showed that from the total of 325 students, only 35 (11 %) did never look for information in the wall draws, the rest of them went to the wall 1 to 2 times during each laboratory session. Students’ comments said that they find the draws very useful, because they are big enough to allow many of them to be in front of the diagram at the same time and discuss about its meaning and its relation with what they were doing in the lab. They also suggest that the wall that is still free of draws should be used to draw some other useful diagrams. The relevance of these results is that the technology must not make us forget the more simple learning tools that have already demonstrated its usefulness.
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