Flash cards: A didactic strategy for meaningful learning in university students
Keywords:
Didactic technique, active learning, self-learning, educational game, (UNESCO Thesaurus).
Abstract
The objective of this research was to apply Flash Cards and evaluate the educational experience; it was a cross-sectional and descriptive study; 135 medical students enrolled in the Clinical Laboratory course participated; the Quizlet application was used to generate the cards, which allows the creation of cards by study units; in a second stage, the experience with the use of the didactic strategy was evaluated by means of a validated survey. The results showed that most students consider that Flash Cards contribute "quite a lot" and "a lot" to meaningful learning, as they involve the student in self-learning, motivate self-study, favor memorization and clinical reasoning. Based on these findings, the proposal arises to replicate this didactic strategy in other subjects and to evaluate its impact on academic performance through a pre- and post-test.
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References
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Rodríguez, A. I., & Fernández, A. (2015). Desarrollo de metodologías de Flipped Classroom para asignaturas de ciencias básicas [Development of Flipped Classroom methodologies for basic science subjects]. Recuperado de https://n9.cl/zqxzv
Sales, F. P. O. ., Carneiro, J. G. ., & Oliveira, M. A. S. . (2019). A eficácia dos Flashcards para o estudo autodirigido na monitoria de histologia. Revista Iniciação & Formação Docente. https://n9.cl/vty8j
Senzaki, S., Hackathorn, J., Appleby, D. C., & Gurung, R. A. R. (2017). Reinventing Flashcards to Increase Student Learning. Psychology Learning and Teaching, 16(3), 353–368. https://doi.org/10.1177/1475725717719771
Seymour, P., Watt, M., MacKenzie, M., & Gallea, M. (2018). Professional Competencies ToolKit: Using Flash Cards to Teach Reflective Practice to Medical Students in Clinical Clerkship. MedEdPORTAL : The Journal of Teaching and Learning Resources, 14, 10750. https://doi.org/10.15766/mep_2374-8265.10750
Shah, M., Aydin, A., Moran, A., Khan, M. S., Dasgupta, P., & Ahmed, K. (2018). The role of cognitive training in endourology: A randomized controlled trial. Actas Urológicas Españolas (English Edition), 42(3), 163–169. https://doi.org/10.1016/j.acuroe.2018.02.011
Sologuren, E., Núñez, C. G., & González Lagos, M. I. (2019). La implementación de metodologías activas de enseñanza-aprendizaje en educación superior para el desarrollo de las competencias genéricas de innovación y comunicación en los primeros años de Ingeniería [The implementation of active teaching-learning methodologies in higher education for the development of the generic competences of innovation and communication in the first years of engineering]. Cuaderno de Pedagogía Universitaria, 16(32), 19–34. https://doi.org/https://doi.org/10.29197/cpu.v16i32.343
Amber, D., & Martínez-Valdivia, E. (2018). Training in higher education. Challenges and proposals in the university teaching. Profesorado, 22(3), 1–8. https://doi.org/10.30827/profesorado.v22i3.7987
Arora, B., & Arora, N. (2021). Web Enhanced Flipped Learning : A Case Study. Canadian Journal of Learning and Technology, 47(1), 1–18. https://doi.org/10.21432/cjlt27905
Bruzón-Viltres, C. J. (2021). Metodologías Activas en Entornos Virtuales De Aprendizaje. Experiencias en la asignatura de Oratoria Jurídica, Carrera de Derecho, UMET [Active Methodologies in Virtual Learning Environments. Experiences in the subject of Legal Public Speaking, Law School, UMET]. Revista Científica Multidisciplinaria de La Universidad Metropolitana de Ecuador, 4, 232–241. https://n9.cl/pcrsw
Ferreira, T., & Freitas, P. (2020). Metodologias ativas como estratégia pedagógica para a aplicação da arqueologia da arquitetura na restauração arquitetônica no Brasil [Active methodologies as a pedagogical strategy for the application of architectural archeology in architectural restoration in Brazil]. Arqueología de La Arquitectura, 17, e107. https://doi.org/10.3989/arq.arqt.2020.015
Jaam Id, M., Naseralallah, L. M., 1☯, I. D., Hussain, A., & Pawluk, S. A. (2021). Pharmacist-led educational interventions provided to healthcare providers to reduce medication errors: A systematic review and meta-analysis. https://doi.org/10.1371/journal.pone.0253588
León-Díaz, Ó., Arija-Mediavilla, A., Martínez-Muñoz, L. F., & Santos-Pastor, M. L. (2020). Las metodologías activas en Educación Física. Una aproximación al estado actual desde la percepción de los docentes en la Comunidad de Madrid [Active methodologies in Physical Education. An approach to the current state from the perception of teachers in the Community of Madrid]. Retos, 2041(38), 587–594. https://doi.org/10.47197/retos.v38i38.77671
Lin, C., McDaniel, M. A., & Miyatsu, T. (2018). Effects of Flashcards on Learning Authentic Materials: The Role of Detailed Versus Conceptual Flashcards and Individual Differences in Structure-Building Ability. Journal of Applied Research in Memory and Cognition, 7(4), 529–539. https://doi.org/10.1016/j.jarmac.2018.05.003
Llamas-Azúa, Á., Tejada-Jiménez, M., González-Ballester, D., & Fernández-Reyes, E. (2019). ¿Es posible hacer divertido y ameno el estudio de la Bioquímica?: La gamificación para aprender [Is it possible to make the study of biochemistry fun and enjoyable: Gamification for learning?]. Revista de Innovación y Buenas Prácticas Docentes, 8(2), 1–11. https://doi.org/10.21071/ripadoc.v8i2.12162
Otero, J., Suárez, R., Sánchez, L., & Couso, I. (2014). Tarjetas didácticas digitales en cursos introductorios de programación: experiencia piloto y aplicación cliente servidor para seguimiento del aprendizaje. Tarjetas Didácticas Digitales En Cursos Introductorios de Programación: Experiencia Piloto y Aplicación Cliente Servidor Para Seguimiento Del Aprendizaje [Digital flashcards in introductory programming courses: pilot experience and client-server application for learning monitoring. Digital Didactic Cards In Introductory Programming Courses: Pilot Experience and Client Server Application for Learning Tracking]. Recuperado de https://n9.cl/7t4dv
Pantoja-Filgueira, M. D. J., Rocha, C. da S., Brito dos Reis, F. O., Assis Santos, G., Goncalves, J., & Cordeiro A, C. (2022). Tecnologias e estratégias pedagógicas para a promoção da educação interprofissional no curso de medicina da Universidade Federal Do Tocantins [Technologies and pedagogical strategies for the promotion of interprofessional education in the medical course at the Federal University of Tocantins]. Revista Capim Dourado, 5. https://n9.cl/n9ef1
Pegalajar, M. del C. (2021). Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante [Implications of gamification in Higher Education : a systematic review of student perception]. Revista de Investigación Educativa, 39(1), 169–188. https://doi.org/10.6018/rie.419481
Rodriguez, A. B., Ramirez, L. J., & Fernández, W. (2017). Metodologías activas para alcanzar el comprender [Active methodologies to achieve understanding]. Formacion Universitaria, 10(1), 79–88. https://doi.org/10.4067/S0718-50062017000100009
Rodríguez, A. I., & Fernández, A. (2015). Desarrollo de metodologías de Flipped Classroom para asignaturas de ciencias básicas [Development of Flipped Classroom methodologies for basic science subjects]. Recuperado de https://n9.cl/zqxzv
Sales, F. P. O. ., Carneiro, J. G. ., & Oliveira, M. A. S. . (2019). A eficácia dos Flashcards para o estudo autodirigido na monitoria de histologia. Revista Iniciação & Formação Docente. https://n9.cl/vty8j
Senzaki, S., Hackathorn, J., Appleby, D. C., & Gurung, R. A. R. (2017). Reinventing Flashcards to Increase Student Learning. Psychology Learning and Teaching, 16(3), 353–368. https://doi.org/10.1177/1475725717719771
Seymour, P., Watt, M., MacKenzie, M., & Gallea, M. (2018). Professional Competencies ToolKit: Using Flash Cards to Teach Reflective Practice to Medical Students in Clinical Clerkship. MedEdPORTAL : The Journal of Teaching and Learning Resources, 14, 10750. https://doi.org/10.15766/mep_2374-8265.10750
Shah, M., Aydin, A., Moran, A., Khan, M. S., Dasgupta, P., & Ahmed, K. (2018). The role of cognitive training in endourology: A randomized controlled trial. Actas Urológicas Españolas (English Edition), 42(3), 163–169. https://doi.org/10.1016/j.acuroe.2018.02.011
Sologuren, E., Núñez, C. G., & González Lagos, M. I. (2019). La implementación de metodologías activas de enseñanza-aprendizaje en educación superior para el desarrollo de las competencias genéricas de innovación y comunicación en los primeros años de Ingeniería [The implementation of active teaching-learning methodologies in higher education for the development of the generic competences of innovation and communication in the first years of engineering]. Cuaderno de Pedagogía Universitaria, 16(32), 19–34. https://doi.org/https://doi.org/10.29197/cpu.v16i32.343
Published
2022-08-15
How to Cite
Heredia-Cabrera, G., García-Herrera, D., & Álvarez-Lozano, M. (2022). Flash cards: A didactic strategy for meaningful learning in university students. CIENCIAMATRIA, 8(4), 307-331. https://doi.org/10.35381/cm.v8i4.854
Section
De Investigación
Copyright (c) 2022 Gina Catalina Heredia-Cabrera, Darwin Gabriel García-Herrera, María Isabel Álvarez-Lozano
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