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Estrategias Didácticas Innovadoras para Fortalecer el Pensamiento Crítico y las Competencias Estadísticas en Estudiantes de Salud Animal.

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Title: Estrategias Didácticas Innovadoras para Fortalecer el Pensamiento Crítico y las Competencias Estadísticas en Estudiantes de Salud Animal.
Alternate Title: Innovative Instructional Strategies to Strengthen Critical Thinking and Statistical Competencies in Animal Health Students.
Authors: Feo Mayor, Iris1 irisfeo@udca.edu.co
Source: Noria Investigación Educativa. jul-dic2025, Vol. 2 Issue 16, p51-64. 14p.
Subject Terms: *Critical thinking, *Instructional innovations, *Veterinary students, *Formative evaluation, *Problem-based learning, *Experimental design, *Teacher competencies, Argument
Abstract (English): The development of critical thinking and statistical competencies is essential in the training of animal health students. This study evaluated the impact of innovative teaching strategies on the learning of these concepts through a quasi-experimental design. An experimental group received active methodologies such as scientific article analysis, argumentative dialogue, and project-based learning, while a control group followed a traditional approach. The results showed significant improvements in the experimental group across all evaluated dimensions. Increases of 17.1% in the application of statistical methods (p = 0.018) and 21.2% in critical data analysis (p = 0.009) were recorded, whereas improvements in the control group were marginal. These findings suggest that active methodologies enhance the understanding and application of statistical tools in real-world animal health contexts. The implementation of teaching strategies based on active learning proved effective in strengthening evidence-based argumentation and informed decision-making. It is concluded that these strategies should be integrated into the academic curriculum, complemented by formative assessment tools. Future studies could explore their long-term impact and applicability in other areas of knowledge. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El desarrollo del pensamiento crítico y competencias estadísticas es fundamental en la formación de estudiantes de salud animal. Este estudio evaluó el impacto de estrategias didácticas innovadoras en el aprendizaje de estos conceptos, mediante un diseño cuasi-experimental. Se trabajó con un grupo experimental que recibió metodologías activas tales como análisis de artículos científicos, diálogo argumentativo y aprendizaje basado en proyectos, y un grupo de control que siguió un enfoque tradicional. Los resultados evidenciaron mejoras significativas en el grupo experimental en todas las dimensiones evaluadas. Se registraron incrementos del 17.1% en la aplicación de métodos estadísticos (p = 0.018) y del 21.2% en el análisis crítico de datos (p = 0.009), mientras que, en el grupo de control las mejoras fueron marginales. Estos hallazgos sugieren que las metodologías activas favorecen la comprensión y aplicación de herramientas estadísticas en contextos reales de salud animal. La implementación de estrategias didácticas basadas en el aprendizaje activo demostró ser efectiva para fortalecer la argumentación basada en evidencia y la toma de decisiones fundamentadas. Se concluye que, estas estrategias deberían integrarse en el currículo académico, complementadas con herramientas de evaluación formativa. Estudios futuros podrían explorar su impacto a largo plazo y su aplicabilidad en otras áreas del conocimiento. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The development of critical thinking and statistical competencies is essential in the training of animal health students. This study evaluated the impact of innovative teaching strategies on the learning of these concepts through a quasi-experimental design. An experimental group received active methodologies such as scientific article analysis, argumentative dialogue, and project-based learning, while a control group followed a traditional approach. The results showed significant improvements in the experimental group across all evaluated dimensions. Increases of 17.1% in the application of statistical methods (p = 0.018) and 21.2% in critical data analysis (p = 0.009) were recorded, whereas improvements in the control group were marginal. These findings suggest that active methodologies enhance the understanding and application of statistical tools in real-world animal health contexts. The implementation of teaching strategies based on active learning proved effective in strengthening evidence-based argumentation and informed decision-making. It is concluded that these strategies should be integrated into the academic curriculum, complemented by formative assessment tools. Future studies could explore their long-term impact and applicability in other areas of knowledge. [ABSTRACT FROM AUTHOR]
ISSN:25905791