Ludic strategy to stimulate learning in the Cellular and Tissular and Medical Histology course

Abstract

Introduction: The bachelor’s degree in medicine includes subjects such as Cell Biology and Medical Histology (BCeHM) that have a high rate of non-accreditation, especially because of the identification of images. One way to help students to improve their academic performance is to include recreational activities.

Objective: To identify the effect of a ludic strategy on academic performance in this subject.

Method: The study sample consisted of 520 students from 3 generations of 6 different groups. Three groups received the material we call “pyramid” and how to apply it. Each student in the experimental group was matched with another student in the control groups with the same initial conditions in the diagnostic test score, high school of origin and same sex. Academic performance was determined by the average grades and the percentages of accreditation.

Results: The students to whom the ludic strategy was applied had higher average scores in the departmental exams and a higher percentage of accreditation compared to the control group, differences that were statistically significant.

Conclusions: The ludic strategy helped the students to have a higher academic performance and a higher passing rate in the BCeHM subject.