Skip to main navigation menu Skip to main content Skip to site footer
×
Español (España) | English
Editorial
Home
Indexing
Original

Neurolinguistic channels: an important tool in the teaching-learning process in the Clinical Propedeutics and Medical Semiology course

By
Libertad E. Valdés Izquierdo ,
Libertad E. Valdés Izquierdo

Universidad de Ciencias Médicas de La Habana. Hospital Docente Clínico-Quirúrgico “Dr. Miguel Enríquez”. La Habana, Cuba

Search this author on:

PubMed | Google Scholar
Ana Claribel Herrera Wainshtok ,
Ana Claribel Herrera Wainshtok

Hospital Clínico Quirúrgico “10 de Octubre”.La Habana, Cuba

Search this author on:

PubMed | Google Scholar
Lisbel Garzón Cutiño ,
Lisbel Garzón Cutiño

Universidad de Ciencias Médicas de La Habana. Hospital Docente Clínico-Quirúrgico “Dr. Miguel Enríquez”. La Habana, Cuba

Search this author on:

PubMed | Google Scholar
Norberto Valcárcel Izquierdo ,
Norberto Valcárcel Izquierdo

Universidad de Ciencias Médicas de La Habana. Hospital Docente Clínico-Quirúrgico “Dr. Miguel Enríquez”. La Habana, Cuba

Search this author on:

PubMed | Google Scholar

Abstract

Introduction: the ways in which we perceive, store, and encode information in our minds are known as neurolinguistic channels: visual, auditory, and kinesthetic. The learning style can be developed through teaching-learning strategies and one way to do this is to build on the student’s neurolinguistic channel.

Objective: to identify the neurolinguistic channel of students and teachers. Correlate the neurolinguistic channels of students and teachers. Correlate the neurolinguistic channels of students and teachers with the results of the test question.

Method: an observational, analytical, and cross-sectional study was carried out with an intentional universe of 61 students of the 5th semester of the Medicine career in the subject Clinical Propaedeutics and Medical Semiology and 3 professors of the Faculty of Medical Sciences “Miguel Enríquez”. Data analysis was performed descriptively, qualitative variables were expressed in numbers and percentage, and non-parametric chi-square statistics were performed.

Results: it was observed that in cases where the student-teacher channels coincided, 51,3 % of the students obtained grades between 4 and 5 points; whereas when the channels didn’t agree, 73,7 % of the students obtained a grade of 2. The comparison shows a trend towards statistical significance (Χ2=3,31; p=0,1915).

Conclusions: the auditory canal predominated in the students. A tendency towards better academic results was evidenced when there is convergence between the neurolinguistic channels of the teacher and the student

How to Cite

1.
Valdés Izquierdo LE, Herrera Wainshtok AC, Garzón Cutiño L, Valcárcel Izquierdo N. Neurolinguistic channels: an important tool in the teaching-learning process in the Clinical Propedeutics and Medical Semiology course. Salud, Ciencia y Tecnología - Serie de Conferencias [Internet]. 2024 Apr. 25 [cited 2024 May 21];3:555. Available from: https://conferencias.saludcyt.ar/index.php/sctconf/article/view/555

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

Article metrics

Google scholar: See link

Metrics

Metrics Loading ...

The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.