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
Artículo
en Español
| 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 andMethods:
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.
Texto completo:
Disponible
Índice:
LILACS (Américas)
Asunto principal:
Enseñanza
/
Educación de Pregrado en Medicina
/
Aprendizaje
Tipo de estudio:
Estudio observacional
/
Estudio de prevalencia
/
Estudio pronóstico
/
Factores de riesgo
Límite:
Adulto
/
Anciano
/
Femenino
/
Humanos
/
Masculino
País/Región como asunto:
America del Sur
/
Chile
Idioma:
Español
Revista:
Rev. méd. Chile
Asunto de la revista:
Medicina
Año:
2016
Tipo del documento:
Artículo
País de afiliación:
Chile
Institución/País de afiliación:
Universidad San Sebastián/CL
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