Asesoría académica: un recurso para los estudiantes que presentan el examen extraordinario de microbiología y parasitología

Academic support: a resource for students who have remedial exam of microbiology and parasitology
Beatriz Meraz-Ríos a, María Yolanda García-Yáñez a, Aurora Candil-Ruíz a, Rafael García-González. a

a Departamento de Microbiología y Parasitología, Facultad de Medicina, Universidad Nacional Autónoma de México. México D.F., México.

Recepción 16 de octubre de 2012; aceptación 12 de diciembre de 2013

Palabras Clave

Desempeño académico; asesoría académica; microbiología y parasitología; México.


Academic performance; academic advising; microbiology and parasitology; Mexico.



We aimed at defining and functionally characterizing a novel form of SCID in an infant of consanguineous parents who presented with life-threatening Pneumocystis jirovecii pneumonia using a comprehensive immunologic and whole-exome genetic diagnostic strategy.

Introduction: High failure and dropout rates, low academic achievement and terminal efficiency are amongst the main problems regarding bachelor-level students. Qualitatively, these problems manifest as a sense of unease, lack of self-confidence and frustration. Academic support is a pedagogic tool that enables a student to increase the durability of knowledge as well as a greater comprehension of academic content, it aids in the acquisition of skills, attitudes and values, develops self regulation and promotes lifelong learning abilities.

Objective: Compare the academic performance in a remedial exam corresponding to the 2010-2011 school year of students who received mentoring prior to the exam to those who decided to refuse this aid.

Method: Academic performance was evaluated through an exam administered by the Department to 86 registered students, of these, 40 participated in mentoring sessions. The grades were processed through the SPSS 15.0 program.

Results: The 52.3% of the students passed the exam: 65% of the students who participated in mentoring sessions passed the exam; in comparison to 41.7% of the ones that refused mentoring. Through an ANOVA factor analysis (F=7.782: gl=1.86; p≤0.01) it was found that the difference in academic performance is statistically significant.

Discussion: An analysis of the distribution of the students´ grades shows that those who were mentored not only passed the exam, but also achieved better grades, thus increasing the quality of their performance. Even those students, who didn´t pass the exam but were mentored, achieved a greater number of correct answers. Finally, we can conclude that mentoring helped students pass the exam and improve the quality of their academic performance.