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Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud / The efficiency of self-regulated learning in the teaching of scientific concepts to health sciences students
Santelices, Lucía; Williams, Carolina; Soto, Mauricio; Dougnac, Alberto.
  • Santelices, Lucía; Universidad Finis Terrae. Facultad de Medicina. Santiago. CL
  • Williams, Carolina; Universidad Finis Terrae. Facultad de Medicina. Santiago. CL
  • Soto, Mauricio; Universidad Finis Terrae. Facultad de Medicina. Santiago. CL
  • Dougnac, Alberto; Universidad Finis Terrae. Facultad de Medicina. Santiago. CL
Rev. méd. Chile ; 142(3): 375-381, mar. 2014. ilus, tab
Artículo en Español | LILACS | ID: lil-714362
ABSTRACT

Background:

In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves the professor as a mediator and incorporates guidelines that facilitate learning diverse skills.

Aim:

To compare the effects of two teaching methodologies on the learning of key scientific concepts among health science students. Material and

Methods:

Two subgroups of equally complex concepts were randomly chosen to be taught either using traditional or self-regulation methodology. For the self-regulation methodology, two groups were formed. One learned only through self-regulation guidelines and the other learned through classes where the professor was a mediator. One hundred thirty seven freshman students from medicine, physical therapy, and nursing careers participated voluntarily in the study.

Results:

Self-regulation methodology impacted the learning process of scientific concepts in a positive way and showed significant differences with traditional teaching. The sole use of self-regulation guidelines alone generated similar results, compared to those obtained by students who attended lectures.

Conclusions:

Self-regulated learning would improve in learning efficiency and would reduce face-to-face class time.
Asunto(s)


Texto completo: Disponible Índice: LILACS (Américas) Asunto principal: Estudiantes del Área de la Salud / Enseñanza / Aprendizaje Tipo de estudio: Guía de Práctica Clínica Límite: Adolescente / Adulto / Femenino / Humanos / Masculino Idioma: Español Revista: Rev. méd. Chile Asunto de la revista: Medicina Año: 2014 Tipo del documento: Artículo País de afiliación: Chile Institución/País de afiliación: Universidad Finis Terrae/CL

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Texto completo: Disponible Índice: LILACS (Américas) Asunto principal: Estudiantes del Área de la Salud / Enseñanza / Aprendizaje Tipo de estudio: Guía de Práctica Clínica Límite: Adolescente / Adulto / Femenino / Humanos / Masculino Idioma: Español Revista: Rev. méd. Chile Asunto de la revista: Medicina Año: 2014 Tipo del documento: Artículo País de afiliación: Chile Institución/País de afiliación: Universidad Finis Terrae/CL