Estilos de aprendizaje y metodologías de enseñanza en estudiantes de obstetricia / Learning styles and teaching methodologies in obstetric students

Introducción. Si consideramos que todos los estudiantes no son iguales y aprenden de manera diferente, es necesario identificar sus estilos de aprendizaje (EA) y las metodologías que faciliten el proceso enseñanza-aprendizaje. Este estudio pretende diagnosticar los EA predominante en estudiantes de obstetricia y correlacionarlos con las metodologías educativas aplicadas. Sujetos y métodos. Se realizó un estudio observacional, correlacionar y transversal, durante el período 2006-2007, en 72 estudiantes de obstetricia de la Facultad de Medicina, Universidad de Concepción, Chile. Las variables estudiadas y correlacionadas fueron estilo de aprendizaje y metodologías de enseñanza. Se utilizó el Cuestionario de EA Honey-Alonso (CHAEA), y se realizó una encuesta de satisfacción de las metodologías que facilitaron el aprendizaje. Para el análisis estadístico se utilizó la prueba chi al cuadrado, y la correlación entre ambas variables se obtuvo con el coeficiente de rho de Spearman. Resultados. Los estilos predominantes fueron el reflexivo y teórico (p < 0,0001). Las metodologías de enseñanzas que más facilitaron el aprendizaje fueron el uso de modelos y la clase expositiva. No se encontró correlación estadística entre los EA y las metodologías de enseñanza utilizadas. Conclusión. La determinación de los EA en los estudiantes de la salud es fundamental para seleccionar las metodologías de enseñanza más adecuadas (AU)

Introduction. Considering that all students are not equal and learn differently, is necessary to identify their learning styles and methodologies that facilitate the teaching learning process. This study aims to diagnose learning styles prevalent in Obstetric students and correlation with educational methodologies applied. Subjects and methods. Observational and cross-correlation study, during the period2006-2007 in 72 Obstetric students, Faculty of Medicine, University of Concepción, Chile. The variables were learning style and teaching methodologies. The instrument used was the questionnaire learning styles Honey-Alonso (CHAEA) and satisfaction survey methodologies that helped the learning. The statistical differences were conducted using chi-square test and the correlation between two variables was obtained with the coefficient of Spearman’s rho. Results. The dominant were reflexive and theoretical styles (p < 0,0001). Methodologies for more facilitated learning were the use of models and the expositive class. No correlation was found between statistical learning styles and teaching methodologies used. Conclusion. The identification of learning styles in student health is essential to select the most appropriate teaching methodologies (AU)

[Anxiety and depression in type II diabetics]. / Ansiedad y depresión en pacientes diabéticos tipo II.

OBJECTIVES: To find the prevalence of depression and the level of anxiety in a group of patients with diabetes mellitus type II (DM); to compare the presence of psychiatric pathology with different variables and contrast the diabetic group's results with those of a group of non-diabetic patients. DESIGN: A comparative crossover study. SETTING: The Ronda Prim Health Centre, Mataró. PATIENTS AND OTHER PARTICIPANTS: The diabetics controlled of 4 of the 6 Basic Care Units (BCU) of our Centre. The comparison group consisted of 85 patients who attended the Centre of their own accord, matched for gender, age and BCU. The two groups did not differ as to socio-economic level, marital status and job. MEASUREMENTS AND MAIN RESULTS: Two self-applicable tests were given to all the patients: the Stai test to measure anxiety and the Beck one to determine depression. 27% of the diabetic patients had depression, as against 47% of those in the comparison group (p = 0.001). For the diabetic group, depression and anxiety level was found to have no relationship with the length of the DM's development, its treatment and chronic complications, the performance of self-analysis techniques and glycaemic control. CONCLUSIONS: The group of diabetics studied displayed a prevalence of psychiatric pathology very much lower than the control group. No statistically significant relationship was found between depression and anxiety levels, and different variables associated with DM.