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To be or not to be: The importance of attendance in integrated physiology teaching using non-traditional approaches

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dc.contributor.author Gal Iglesias, Beatriz spa
dc.contributor.author Busturia Berrade, Ignacio spa
dc.contributor.author Garrido Astray, María Concepción spa
dc.date.accessioned 2013-11-27T17:26:25Z
dc.date.available 2013-11-27T17:26:25Z
dc.date.issued 2011 spa
dc.identifier.citation Gal-Iglesias, B., Busturia-Berrade, I., & Garrido-Astray, M. C. (2011). To be or not to be: the importance of attendance in integrated physiology teaching using non-traditional approaches. BMC Research Notes, 4(1), 360. spa
dc.identifier.uri http://hdl.handle.net/11268/705
dc.description.abstract There is increasing use of non-traditional methods like problem-based learning, team-working and several other active-learning techniques in Physiology teaching. While several studies have investigated the impact of class attendance on the academic performance in traditional teaching, there is limited information regarding whether the new modalities are especially sensible to this factor. Here, we performed a comparative study between a control group receiving information through traditional methods and an experimental group submitted to new methodologies in Physiology teaching. We found that while mean examination scores were similar in the control and the experimental groups, a different picture emerge when data are organized according to four categorical attendance levels. In the experimental group, scores were not different between the 1st and the 2nd exams (P = 0.429) nor between the 2nd and the 3rd exams (P = 0.225) for students that never or poorly attend classes, in contrast to the control group (P < 0.001). A score difference between attending students versus the absentees was maximal in the experimental versus the control group all along the different exams and in the final score. In conclusion, we suggest that class attendance is critical for learning using non-traditional methods. spa
dc.language.iso eng spa
dc.title To be or not to be: The importance of attendance in integrated physiology teaching using non-traditional approaches spa
dc.type article spa
dc.description.impact 0.651 SJR (2011) Q1, 431/1832 Medicine (miscellaneous); Q2, 58/201 Biochemistry, genetics and molecular biology (miscellaneous) spa
dc.identifier.doi 10.1186/1756-0500-4-360 spa
dc.rights.accessRights openAccess en
dc.subject.unesco Fisiología humana spa
dc.description.filiation UEM spa
dc.peerreviewed Si spa


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