Ensayo piloto de utilización de Perusall® para el aprendizaje colaborativo no presencial de competencias clínicas veterinarias
- Talavera López, Jesús 1
- Ayala de la Peña, Ignacio 1
- García Martínez, Juan Diego 1
- Contreras-Aguilar, María Dolores 1
- Bayón del Río, Alejandro 1
- 1 Departamento de Medicina y Cirugía Animal. Facultad de Veterinaria. Universidad de Murcia.
ISSN: 0213-5434, 1989-1784
Año de publicación: 2023
Número: 37
Tipo: Artículo
Otras publicaciones en: Anales de veterinaria de Murcia
Objetivos de desarrollo sostenible
Resumen
The present manuscript addresses an educational innovation project in single-group teaching environments at the University of Murcia, focusing on the implementation of the Perusall® platform to promote collaborative learning in Veterinary subjects. It highlights the challenge of group size and the difficulty in fostering skills such as critical thinking in theoretical class settings. The project aims to engage students through Perusall®, a tool that facilitates social interaction and peer discussion. The importance of students' intrinsic motivation is mentioned, and how active learning, in this case with Perusall®, can contribute to the development of skills and deeper understanding. Specific subjects and courses participating in the project are outlined, along with the workgroup's prior experience in innovation projects. The text details the project phases, from creating the self-training Perusall® course to launching tasks to students, followed by surveying, and reviewing results. The obtained results are discussed, highlighting the need to adjust the temporal configuration of tasks. Reflections are made on the learning curve of Perusall®, and recommendations for future trials are suggested, including longer deadlines, and exploring other types of material. Overall, the project aims to assess the feasibility and utility of Perusall® as a tool to encourage participation, collaborative learning, and critical thinking in Veterinary education settings.
Referencias bibliográficas
- Cecchinato, G., & Foschi, L.C. (2020). University learning-teaching innovation employing social annotation and machine learning. QWERTY, 15(2), 45-67.
- Chong Lee, S., & May Yeon, F. (2018). Fostering student engagement using online, collaborative reading assignments mediated by Perusall®. The Asia Pacific Scholar, 3(3), 46-48.
- Gomez, N.A. (2021). Animal sciences in the secondary classroom: Considering didactic strategies available through distance learning. Nat Sci Educ, 50, 1−7. https://doi.org/10.1002/nse2.20037.
- Gudiño-S.E.F., Espinosa R.F., & Hernández R.A.K. (2022). Perusall®: herramienta de lectura colaborativa y anotación en línea para facilitar la comprensión lectora. Inv Ed Med, 11(42), 106-113.
- Talavera López, J., Ayala de la Peña, I., García Martínez, J. D., & Bayón del Río, A. (2022). Material audiovisual interactivo de libre acceso como apoyo a las prácticas clínicas veterinarias. Anales de Veterinaria de Murcia, 36. https://doi.org/10.6018/analesvet.548651.
- Talavera López, J., García Martínez, J. D., & Ayala De La Peña, I. (2021). Aprendizaje basado en problemas mediante metodología de clase invertida grupal colaborativa en Patología Médica Veterinaria. Avances en Investigación Superior e Investigación, 1(1), 308.
- Tourón, J. y Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela Flilpped. Revista de Educación, 368, 196-231.
- Ward, J.L., Mulherin B.L., & Vengrin C.A. (2022). Virtual VM4 Clinical Rotations: A COVID-19 Pandemic Response at Iowa State University College of Veterinary Medicine. Journal of Veterinary Medical Education, 49(2), 141-150.