Inverted classroom methodology in distance-learning emergency education for dentistry students. Antofagasta, Chile
Keywords:
schools, dental, learning, coronavirus infections, education, distance, medicalAbstract
Background: in 2021 and as a result of the COVID-19 pandemic, the Health Promotion course, in the Dentistry program at Antofagasta University, was carried out in distance-learning emergency education mode. The inverted classroom was presented as a useful methodological strategy to provide continuity to the teaching-learning processes in this context.
Objective: to analyze the perception of Dentistry students at the University of Antofagasta regarding the inverted classroom methodology applied to the Health Promotion course during the pandemic.
Methods: quantitative, observational, descriptive cross-sectional study in Dentistry students at the University of Antofagasta who participated in the Health Promotion course in 2021 (N=60). Purposive sampling was carried out and students were invited to participate. Theoretical methods were used: analytical-synthetic and inductive-deductive; and empirical ones: measurement with a structured questionnaire; Statistics: descriptive analysis, significant differences according to sex were analyzed with the Student's t test, with a p value <0.05.
Results: there was 65% participation (n=39), the majority expressed a favorable perception towards the methodology. They reported improvement in the understanding of the content, participation, communication and interaction of the student with the teachers. In addition to a greater degree of autonomy and self-regulation of the students.
Conclusions: the inverted classroom in distance-learning emergency education was perceived favorably, it responded to the challenges and didactic needs faced during the pandemic.
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