Abstract
This article was migrated. The article was not marked as recommended. Introduction: Academic teaching has been present in society for centuries. However, its methodology has not significantly changed. Though various articles were published analysing students´ satisfaction with the teaching method, there is still scarce data on the knowledge improvement associated with different methodologies. Therefore, the endpoints of this research were: 1) analyse the impact of Sophistic lectures in knowledge acquisition in medical students and 2) examine knowledge assessment using new digital technologies, compared with a more traditional paper-based method. Methods: A repeated measures design was implemented in four classes of 4th year medical students, lectured by the same teacher on the same subject. A scientifically validated questionnaire was applied before and after each class, in paper and web-based tool Sli.do to two classes each. Results were compared by means of descriptive statistics. Results: 55 answers were obtained in paper and 34 in Sli.do. Paper method questionnaires had mildly lower scores before and after class (46% and 74,2%, respectively) when compared with Sli.do (52,4% and 82,9%, respectively). Although basal scores were different among methods, both revealed a similar relative knowledge improvement, comparatively to the respective baseline (61,3% vs. 58,2%, respectively). Discussion & Conclusions: The results showed that Sophistic classes are effective in learning, independent of evaluation method, which reassure that the task of the teacher is important and effective. This study supports the use of digital-based tools to assess learning in classes since they are more time-efficient, more ecological and logistically easier. Finally, assess the information that is being effectively taught to the students has several benefits for the teachers, the university and ultimately the students. Since a digital storage of the collected data makes it possible to carry out more effective internal audits over time, allowing the improvement of areas with lower results, benefitting the entire academic community.
Highlights
Academic teaching has been present in society for centuries
Though various articles have been recently published analysing the satisfaction of the students with the teaching method implemented, which is undoubtedly an important aspect, there is scarce data on the level of knowledge improvement associated with different methodologies, which is even more crucial in education (Kim, Kim and Getman, 2014)
The results showed that classes, those based on the Sophistic method, are effective in learning, independent of knowledge improvement evaluation method, since they revealed a similar increment in global knowledge acquisition on the subject at study, relatively to the respective baseline
Summary
Academic teaching has been present in society for centuries. its methodology has not significantly changed. Though various articles have been recently published analysing the satisfaction of the students with the teaching method implemented, which is undoubtedly an important aspect, there is scarce data on the level of knowledge improvement associated with different methodologies, which is even more crucial in education (Kim, Kim and Getman, 2014). This lack of information occurs because it is difficult to determine it. This is a major point that should interest Universities and Faculties, since a deeper insight into this problematic can help monitor, and if so needed, identify areas for improvement at the pedagogical level
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