Learning management model in basic medical sciences: Across-sectional study

Abstract

Introduction: Educational models in medicine remain passive learning environments, and there is a need to integrate strategies for the construction of long-life learning.

Objective: To determine the effectiveness of the application of an LMM among medical students who were enrolled in basic science subjects, and its impact between two academic periods.

Method: A cross-sectional design study was performed by using the assessment records of students in the third and fourth semester of morphology-physiology, pharmacology, and basic structural reasoning of the period 2014-2015. After exposure to the LMM for around 12 months, the mean differences were determined according to academic mean in each of the subjects, subject units, and academic periods. A univariate linear model was used, and the factors associated

with academic performance in each assignment.

Results: A total of 1,496 students were identified with a mean (SD) age of 20 (3) years, with a majority (71%) of women. Attendance at NTI was 40%, NT2 30% and 30% in NT 3. Positive differences were observed in mean academic performance between the periods 2014-2 and 2014-1. In pharmacology at the ntl it was 0.91 (95% Cl: 0.93 to 0.99), in nt2, 0.6 (95% Cl: 0.51 to 0.68) and 0.72 in nt3 (95 CIX: 059-.84); clinical reasoning in the ntl was 0.35 (95% Cl: 0.26 to 0.44), in nt2 0.37 (95% Cl: 0.26 to 0.48), and 0.16 in nt3 (95% Cl: 0.04 to 0.28). No changes were seen in morphology-physiology.

Conclusion: The results revealed an increase in reasoning skills and pharmacology, and a static curve in morphology-physiology. Teaching practice and student training are associated with academic performance. The impact of the model needs to be evaluated in the clinical area.