Meeting details menu

Meeting Authors
Meeting Abstracts
Keynote lectures
Oral communications
Poster presentations
Special symposia
Other

Acta Physiologica Congress

Back

Acta Physiologica 2009; Volume 195, Supplement 667
XXXV Congress of The Spanish Society for Physiological Sciences
2/17/2009-2/20/2009
Valencia, Spain


REFLECTIONS ON THE TEACHING OF PHYSIOLOGY STUDENTS IN THE BIOLOGY DEGREE
Abstract number: P01

Cubero1 J, Sanchez1 CL, Rodriguez1 AB, Pariente1 JA, Barriga1 C

1Department of Physiology, University of Extremadura, 06071-Badajoz, Spain

Aim: 

To analyze the level of prior knowledge of the students enrolled in the signature of Physiology, as well as what would be their future professional preferences.

Methods: 

Students enrolled in the signature of Animal Physiology (7T + 3C) of the third year of the Biology degree from University of Extremadura, and the school year 2007-2008 with an mean age of 21 2 years, n=34. That group was asked by questionnaire on their previous knowledge in this topic, as well as their preference in different professional fields.

Results: 

The most significant results revealed that these students correctly answered 50% of the knowledge issues related in the discipline of Physiology. Regarding the professional preference chosen by these students, we can indicate that the majority of them, a 73.50% chose the research area, 46% the health area and 23% the teaching area.

Conclusion: 

Each student enters the signature with a previous basic knowledge sufficient in Physiology, being the higher preference the research area and the lower, the teaching area.

To cite this abstract, please use the following information:
Acta Physiologica 2009; Volume 195, Supplement 667 :P01

Our site uses cookies to improve your experience.You can find out more about our use of cookies in our standard cookie policy, including instructions on how to reject and delete cookies if you wish to do so.

By continuing to browse this site you agree to us using cookies as described in our standard cookie policy .

CLOSE