Las exigencias para aprobar el curso mejoran el rendimiento de los estudiantes: estudio de caso del curso de Fisiología de la Facultad de Veterinaria, Universidad de la República, Uruguay

The aim was to compare the performance of the students admitted in 2014, 2015 and 2016 and studied Physiology in the corresponding semester (3rd semester of the Veterinary career). For approving the courses during 2015 the students only required to assist to the practical lectures (1st and 2nd year); in 2016 to go into evaluations (1st year) but only assistance (2nd year); and in 2017 evaluation by tests (1st and 2nd year). The proportion of students who approved the course decreased from 2015 to 2016 (P <0.0001) and increased in 2017 not achieving values form 2016 (P <0.0001). The proportion of students who exonerated was similar in 2015 and 2016, increased in 2017 (2017 vs 2015: P <0.0008 and P <0.0001, 2017 vs 2016: P <0.0001 and P = 0.03 for the proportions of those who assisted and those who approved the course respectively). The proportion of students who approved the exam by December and the qualification obtained was greater in 2017 and 2016 than in 2015 (P <0.0001 for the proportion, P <0.00001 and P = 0.0014 for the qualification). The time required to approve decreased from 2015 to 2016 (P <0.01), being similar in 2017. The exam qualification was greater in 2017 and 2016 than in 2015, without differences between 2017 and 2016. When requirements increased since the students began the first-year courses their performance was better.