Introduction:

The rubrics, as formative assessment tools, are an excellent strategy to get students to achieve the learning objectives designed by the teacher, since it allows to identify the quality standards of the tasks or learning activities, which favors self-reflection About the achievement of meaningful learning.

Objective:

To compare the learning of students who use a rubric to do academic work as the approach of a problem in medical research, unlike students who do not use it.

Method:

A quasi-experimental, cross-sectional, comparative and prolective study was designed in which 87 students of the research methodology course of the medical degree of a private school in the south of Tamaulipas were included.

Two groups were integrated: Group A (n: 43) composed of the students of the teacher who used the rubric as a guide for learning and group B (n: 44) whose students corresponded to the teacher who taught the course in a traditional way. Student t was used for independent groups, considering a value of P≤ a 0.05 as statistically significant, using the SPSS version 22 package.

Results:

The mean score in group A was 68.6 vs 59.6 in group B, representing a mean difference of 8.9 and a p value of .033.

Conclusion:

The use of the rubric, in the teaching-learning process, promotes greater learning in the subject of research methodology.