Virtual didactic strategy to improve scientific writing in university students of Biochemistry and Pharmacy
Keywords:
didactic strategy; virtual platforms; scientific writing; university students; healthAbstract
Introduction: Didactic strategies in virtual environments are defined as a set of teaching activities aimed at online student learning, in order to achieve diverse educational objectives, which may include scientific writing as a fundamental research competence.
Objective: To evaluate a didactic strategy based on virtual platforms to improve scientific writing in university students of Biochemistry and Pharmacy.
Methods: A sample of 82 university students of Biochemistry and Pharmacy is studied, classified in two independent groups with an initial homogeneous performance in three dimensions of writing (precision, clarity, and brevity). The experimental group is intervened with a virtual didactic strategy in 11 months of training, while the control group maintains its traditional teaching-learning process.
Results: The students in their initial performance showed a low level in the three dimensions (82.93% with scarce competences), which improved significantly as part of the post-test in the three dimensions analyzed (0% to 93.68% with a high level; p=0.001).
Conclusions: It is evident that the students in the experimental group achieved a considerable advance using digital tools to optimize academic and scientific writing processes, in terms of coherence and semantics.
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