An error-based learning strategy versus the traditional system in medical students.

Abstract

Introduction: Error-based learning encompasses various studies that range from general to specific, placing greater emphasis on understanding and addressing errors in medical training. Objective: To evaluate obstetric students’ curricular experiences and satisfaction with error-based learning compared to the traditional system.

Method: This study was conducted at the University of Guayaquil. Two groups were established, one using a traditional system and the other employing error-based learning. The accuracy of each group was assessed.

Results: A total of 160 students participated. This strategy encouraged students to explore the identified errors and enhance the knowledge gained during the investigation. The knowledge questions sparked interest, reflecting a high percentage of correct answers compared to the traditional system. Moreover, the surveys conducted at the end of the classes revealed an 80% satisfaction rate with this strategy.

Conclusions: The learning methodology allowed the students in the obstetrics department to participate more actively, cooperatively, and critically in the research. The research was focused on the student, who demonstrated better knowledge and satisfaction with the teacher's support for the difficulties presented.