ABSTRACT
Este artículo destaca el papel que juegan las emociones en la construcción del aprendizaje. Da cuenta de la importancia de las emociones en la interacción cotidiana en el aula, como así mismo durante todo el proceso de formación de los alumnos en las facultades de medicina; internados, prácticas clínicas y formación de especialidades. Finalmente entrega propuestas para incorporar el manejo de las emociones en la formación de médicos.
This article highlights the role that emotions play in building learning. It gives an account of the importance of emotions in daily inte-raction in the classroom, as well as during the entire training process of students in medical schools; internships, clinical practices and specialised training. Finally, it delivers proposals to incorporate the management of emotions in the education of doctors
ABSTRACT
Introducción: la enseñanza de cursos de ciencias básicas en carreras de la salud es un desafío por no estar directa e inmediatamente rela-cionada con el ámbito profesional. Por otra parte, las condiciones de estrés que ha impuesto el trabajo a distancia requiere de metodologías motivantes, y, que a su vez permitan una evaluación significativa. Objetivos: reportar las adaptaciones metodológicas y los resultados de una adaptación local de la metodología de especificaciones de las calificaciones y retroalimentación del trabajo. Métodos: se aplica una metodología de formación basada en la retroalimentación en el curso de Física para estudiantes de Tecnología Médica (N=106) durante un semestre. Las calificaciones promedio de los estudiantes fueron comparadas con las obtenidas en años anteriores. Para evaluar el desempeño docente se realizaron 2 encuestas a los estudiantes. El cumplimiento de los logros de aprendizaje se midió mediante auto-evaluación (escala likert 1 a 5) al inicio y término de cada uno de los cuatro capítulos. Resultados: las reprobaciones y eliminaciones de estudiantes en el curso fueron menores a años anteriores, siendo las notas significativamente mayores subiendo desde 4,89 a 6,29 (escala de 1 a 7, p<0,001). Los estudiantes se mostraron en un 95% satisfechos con el desempeño docente y finalmente, la auto-evaluación de logros de aprendizaje mostró un aumento promedio de 1 punto. Conclusiones: la metodología de evaluación basada en especificaciones adaptada a dos entregas y con evaluaciones en una escala no-binaria mejoró el rendimiento, los logros de los aprendizajes esperados y la motivación de los estudiantes.
Background: Teaching basic science courses in health careers is a challenge because these courses are not directly linked to professional practice. On the other hand, the stressful conditions imposed by distance work require motivating methodologies and a meaningful evaluation. Objectives: To report the methodological adaptations and the results of a local adaptation of the specifications grading and feedback methodology. Methods: A training methodology based on feedback is applied in the Physics course for Medical Technology students (N = 106) during one semester. We compared the students' average grades to those obtained in previous years with the same topics. To evaluate the teaching performance, we conducted two student surveys. We measure compliance with learning achievements by self-assessment (Likert scale 1 to 5) at the beginning and end of each of the four chapters. Results: Failures and eliminations of students in the course were lower than previous years, with significantly higher grades from 4.89 to 6.29 (p <0.001). The students were 95% satisfied with the teaching performance, and finally, the self-evaluation of learning achievements showed an average increase of 1 point. Conclusion: The evaluation methodology based on specifications adapted to two deliveries and evaluations on a non-binary scale improved the performance, expected learning achievements, and students' motivation.
ABSTRACT
Medical education is now living a new scenario. No longer can we teach our students with as many real patients as we used to do. The use of new teaching resources has become mandatory. Our Faculty of Medicine has built a Simulation Centre, located in Campus Occidente especially designed to teach clinical habilities. This articles tells us what this Center can offer us.
Subject(s)
Clinical Competence , Education, Medical , Schools, MedicalABSTRACT
Physicians that are faculty members in medical schools receive new students every year, and they are expected to prepare those students to become professionals. They usually appeal to their experience to meet that challenge. However, newer generations of students are different, and experience, with no formal training for teaching them, can be insuffcient. New characteristics of students can be related to their early contact in life with information technology. Their brain has been somehow modifed by stimuli offered by this technology, and the way they learn has also been modifed. This paper is a refection about how students have changed and it analyzes how their learning experience needs to be modifed accordingly. Teaching based only on experience might be insuffcient to fulfll the expectations of young students that have chosen the medical profession for their future.