Learning strategies in Microbiology and Immunology, for students of the Medical Surgeon Career, Facultad de Estudios Superiores Zaragoza UNAM

A learning strategies intervention model was implemented in the subjects of Microbiology and Immunology for four groups of new students in the career of Medical Surgeon of the Facultad de Estudios Superiores Zaragoza, Universidad Nacional Autónoma de México. The objective was to evaluate the impact of the intervention on learning. In addition, the self-report questionnaire of the Inventory of Learning Styles and Motivational Orientation (EDAOM) was applied to the 284 students of the complete generation, distributed in seven groups. This instrument is designed to identify, quickly and systematically, the students' self-assessments of their learning strategies and motivational orientation towards study. In the results, groups 1 and 3 improved in learning strategies, going from 39% to 61% and from 41% to 59%, respectively. Group 2 showed an improvement from 32% to 68%, while group 4, which did not participate in the intervention, did not show significant changes.This demonstrates the positive impact of the model on the intervention groups. Regarding the EDAOM questionnaire, 65% of the students are female and 35% are male, with an average age at entry of 18 years (49.3%). Most of the students come from the College of Sciences and Humanities, with a high school average between 8.6 and 9.0. The inventory indicated that the students present a 60.81% frequency in the use of learning strategies, 56.99% in ease of use, and 63.99% in results obtained. The overall risk for this generation was rated as medium (60.60%), suggesting the need to reinforce learning strategies and motivational orientations, without implying a critical failure.