ABSTRACT
Introducción: Con este estudio pretendo conocer las estrategias de aprendizaje del alumnado universitario para la formación presencial o semipresencial. Metodología: Utilicé un diseño descriptivo (n=80), llevando a cabo la recogida de datos mediante el "Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios". Resultados: El alumnado dispone de suficientes estrategias de aprendizaje para superar sus estudios con éxito. Además, existen diferencias significativas a nivel estadístico en cuanto a las estrategias de planificación -más favorables para el alumnado de la modalidad semipresencial- y almacenamiento de la información -más favorables para el alumnado de la modalidad presencial-. Conclusiones: Dado el proceso de convergencia europea en el ámbito de la Educación Superior, deben crearse ambientes de aprendizaje que faciliten la innovación y participación del alumnado en el proceso de enseñanza-aprendizaje, considerando tanto el componente académico de la enseñanza como la dimensión humana.
Introduction: This study aims to determine the learning strategies of university students for classroom or blended learning. Methodology: A descriptive design was used (n=80), carrying out data collection using the "Learning Strategies Assessment Questionnaire for University Students" instrument. Results: Students have enough learning strategies for achieving success their studies. In addition, there are statistically significant differences in terms of planning strategies (more favorable for students in blended learning) and information storage (more favorable for students in face to face learning). Conclusions: Due to the European convergence process in higher education, learning environments that facilitate innovation and participation of students in the teaching-learning process should be created that consider both the academic component of teaching as the human dimension of learning.
Introdução: O presente estudo tem como objetivo conhecer as estratégias de aprendizagem de estudantes universitários para a formação presencial e semipresencial. Metodologia: Foi utilizada a pesquisa descritiva (n = 80), realizando a coleta de dados por meio do "Questionário de Avaliação das Estratégias de Aprendizagem de Estudantes Universitários". Resultados: Os estudantes possuem estratégias de aprendizagem suficientes para obter sucesso em seus estudos. Além disso, existem diferenças estatisticamente significativas em relação às estratégias de planificação (mais favoráveis para os alunos da modalidade semipresencial) e de armazenamento de informações (mais favorável para os alunos da modalidade presencial). Conclusões: Dado o processo de convergência europeia no âmbito do ensino superior, é necessário que sejam criados ambientes de aprendizagem que facilitem a inovação e a participação dos alunos no processo de ensino-aprendizagem, considerando tanto o componente académico do ensino como a dimensão humana.
Subject(s)
UniversitiesABSTRACT
During their medical studies, students must acquire basic competencies in different areas of knowledge, one of which is infectious diseases. Training in infectious diseases is essential for general medical practice and for academic or professional expertise in many areas of medicine, both medical and surgical. The vast amount of knowledge that is continuously generated about infectious diseases requires a well-structured undergraduate medical education program and framed in a setting dominated by globalization. The incorporation of Spain to the European higher education area has forced medical schools to adapt their curriculum and to establish the content and learning objectives of all courses of study. In this paper, we discuss the implications of the integration of the Spanish university system in the European higher education area («Bologna Process¼) in the teaching of infectious diseases in the Degree of Medicine, and describe the learning program in infectious diseases of the University Miguel Hernández of Elche (Alicante, Spain) based on learning outcomes and competencies.
Subject(s)
Clinical Competence , Curriculum , Education, Medical, Undergraduate , Infections , Schools, Medical , Education, Medical, Undergraduate/organization & administration , Education, Medical, Undergraduate/standards , Humans , SpainABSTRACT
In recent years, university education has undergone profound changes as a result of the creation of the European Space for Higher Education. It has gone from a teacher-centered model, based on the transmission of knowledge through lectures, to being student-centered, based on the acquisition of skills and attaching great importance to independent learning. This transformation involves the need to reorganize academic activity and employ new teaching tools, such as active learning methodologies, more in line with current requirements. In this article, the backbones of the European Space for Higher Education are presented, and diverse experiences of teaching innovation described under Reumacademia and from three Spanish universities.
Subject(s)
Education, Medical, Undergraduate/methods , Problem-Based Learning/methods , Rheumatology/education , Education, Medical, Undergraduate/trends , Europe , Faculty, Medical/education , Faculty, Medical/trends , Humans , Problem-Based Learning/trends , Rheumatology/trends , SpainABSTRACT
BACKGROUND AND OBJECTIVES: One of the core subjects in university training of the physicians has been General Pathology. Responsibility for this has historically fallen on Internal Medicine specialists. However, we are unaware if this situation is currently maintained. METHODS: A questionnaire was sent to the coordinators of the subject of the 39 Spanish medical schools to know, among other things, the current denomination of the subjects (traditionally known as «General Pathology¼), number of credits, teaching activities included in the subject and number and specialty of the professors responsible for it. Some data from the medical schools that did not respond were obtained from their web pages. RESULTS: A total of 28 of the 39 (72%) medical schools existing in Spain answered the survey. The current denomination of the subject «General Pathology¼ varied greatly. The mean number of credits (one credit=20-25 h) was 11.2 (range 3 to 29). In 22 of 34 schools (65%), the subject was taught in the third year of the studies, but in 21% of the schools, it was partially and in 15% of the schools, totally, taught in the second year. More than half of the professors (54%) who taught the subject were Internal Medicine specialists, although this responsibility was shared with other specialists in a large proportion. CONCLUSIONS: Teaching of General Pathology shows a marked heterogeneity that does not seem to be due to teaching or pedagogic criteria among the different schools of Spain. These facts may be due to less presence in the university setting of Internal Medicine compared to other specialties.
Subject(s)
Internal Medicine , Schools, Medical , Curriculum , Education, Medical, Undergraduate , Humans , Physicians , Spain , Surveys and QuestionnairesABSTRACT
The purpose of this article is focused on the development of a protocol designed to facilitate the monitoring process of the official degrees of a Spanish university. In response to the criteria and guidelines established in the Royal Decree 1393/2007, this proposal seeks to make available to the focus groups a useful and flexible tool, tailored to the different existing regulations, which assesses progress in the development of the curriculum, ensures the effective implementation of the degrees, and publishes the information available, relevant and appropriate. It also helps to identify weaknesses, potential improvements and best practices for dissemination. All this, with the ultimate aim of assuring the accreditation of Official Degrees. The monitoring protocol articulates the assessment, as a Check-List, in fulfillment of an annual series of indicators set out in the Academic Quality Assurance Systems (AQAS) included in the Proceedings of Degrees. Finally, the monitoring of new degrees comes up as a result of adaptation to the requirements of the European Higher Education Area.
El propósito de este artículo se centra en el desarrollo de un protocolo diseñado para facilitar el proceso de seguimiento de las titulaciones oficiales en las Universidades Españolas. En respuesta a los criterios y directrices establecidos en el Real Decreto 1393/2007, la presente propuesta tiene por objeto poner a disposición de los grupos de interés una herramienta útil y flexible, adaptada a las diferentes regulaciones existentes, que evalúa el progreso en el desarrollo del plan de estudios, asegura la aplicación efectiva de los grados, y publica la información disponible, relevante y apropiada. También ayuda a identificar los puntos débiles, las posibles mejoras y las prácticas más adecuadas para su difusión. Todo esto, con el fin último de garantizar la acreditación de los Títulos Oficiales. El protocolo de seguimiento articula la evaluación, así como una lista de control, en cumplimiento de una serie de indicadores establecidos en los Sistemas de Garantía de Calidad (SGC) incluidos en los Procedimientos de Grado. Por último, el seguimiento de los nuevos Títulos de Grado surge como resultado de la adaptación a los requerimientos del Espacio Europeo de Educación Superior.
Subject(s)
Spain , Higher Education PolicyABSTRACT
Resumen:
Las competencias transversales serían aquellas que rebasan los límites de una disciplina para desarrollarse potencialmente en todas ellas: habilidades necesarias para ejercer eficazmente cualquier profesión que no se consideran de forma explícita en una asignatura determinada, al menos en Ciencias de la Salud. Así ocurre en Enfermería, en la que por otra parte adquirir dichas competencias incide de una forma sustancial en la formación de profesionales para las demandas de la sociedad y del mercado de trabajo.
Nos planteamos la necesidad de establecer algún tipo de actuación que propicie la adquisición de competencias en este sentido, que no están cubiertas en las materias curriculares, y por ello se propone un programa piloto de formación en competencias básicas para el empleo, integrado por una serie de talleres que podrían ser desarrollados en uno de los dos últimos cursos del Grado en Enfermería.
Abstract:
Transversal competencies are those that exceed the limits of a discipline to develop potential in all of them: skills necessary to effectively exercise any profession that are not considered explicitly in a given subject, at least in Health Sciences. This is true in Nursing, which otherwise acquire such skills in a substantial impact on the training of professionals for the demands of society and labor market. We propose the need of some type of action that encourages the acquisition of skills in this regard, which are not covered in the curriculum materials, and therefore proposes a pilot training program in basic skills for employment and work, composed of a series of workshops that could be developed into one of the last two years of graduate programs in Nursing.
Competências transversales são aqueles que excedem os limites de uma disciplina para desenvolver o potencial em todos eles: habilidades necessárias para efetivamente exercer qualquer profissão que não são considerados explicitamente em um determinado assunto, pelo menos em Ciências da Saúde. Isto é verdade em Enfermagem, que de outra forma adquirir tais conhecimentos em um impacto substancial na formação de profissionais para as demandas da sociedade e do mercado de trabalho. Propomos a necessidade de algum tipo de ação que incentiva a aquisição de competências nesta matéria, que não são abrangidos no material curricular e, portanto, propõe um programa de treinamento de pilotos em competências básicas para o emprego eo trabalho, composto por uma série de workshops, que poderão ser desenvolvidas em um dos dois últimos anos de cursos de graduação em Enfermagem.
Subject(s)
Humans , Clinical Competence , Professional Competence , Nursing Care , Education, Nursing , SpainABSTRACT
En este trabajo analizamos Ias características de Ia profesión de profesor, así como algunos obstáculos para su desarrollo profesional. Estudiamos Ias competencias que se le exigen en Ias sociedades actuales. Comentamos estudios sobre Ia formación deI profesor en el Espacio Europeo de Educación Superior. Proponemos un modelo reflexivo y crítico (metacognitivo) para el análisis y desarrollo de Ias competencias dei profesorado.
This work analyses the professor profession characteristics, like some obstacles to its professionaldevelopment. The competences required by the modern society, were studied. It discusses thestudies about the professor education on the European Higher Education space. A reflexive andcritical model (metacognitive) is proposed, for the analysis and development of the professorcompetences.
