Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud / Teaching practices and learning strategies in health careers
Rev. méd. Chile
;
144(9): 1199-1206, set. 2016. ilus
Article
in Spanish
| LILACS
| ID: biblio-830629
ABSTRACT
Background: Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers ways to cope with learning. Aim: To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. Material and Methods: The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Results: Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Conclusions: Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.
Full text:
Available
Index:
LILACS (Americas)
Main subject:
Teaching
/
Education, Medical, Undergraduate
/
Learning
Type of study:
Observational study
/
Prevalence study
/
Prognostic study
/
Risk factors
Limits:
Adult
/
Aged
/
Female
/
Humans
/
Male
Country/Region as subject:
South America
/
Chile
Language:
Spanish
Journal:
Rev. méd. Chile
Journal subject:
Medicine
Year:
2016
Type:
Article
Affiliation country:
Chile
Institution/Affiliation country:
Universidad San Sebastián/CL
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