ABSTRACT
Objetivo Evaluar los efectos de la capacitación a los profesionales que participaron en el curso de extensión "Formación pedagógica en ciencias de la salud", que dicta el Grupo de Apoyo Pedagógico y Formación Docente, de la facultad de medicina de la Universidad Nacional de Colombia. El curso se desarrolló en forma semipresencial, abordó temáticas como didácticas, currículo, evaluación y el papel del maestro. Métodos Se realizó un estudio exploratorio de tipo cualitativo. Los datos para este estudio fueron obtenidos a través de una entrevista personal, realizada por los investigadores, en el sitio de trabajo de cada uno de los participantes; en la cual se aplicó un cuestionario a cincuenta profesionales que tomaron el curso durante los años 2003 y 2004. El cuestionario estaba conformado por diez preguntas semiestructuradas. Resultados El 82 por ciento de los participantes consideraron que la calidad de la comunicación con los estudiantes, es una de las cualidades más valoradas, entendiendo que el aprendizaje es un proceso compartido entre el profesor y el alumno. El 64 por ciento adquirió nuevos conceptos sobre la evaluación e incrementó el uso de estrategias pedagógicas más participativas. Conclusión Los cursos de capacitación docente tienen un efecto positivo en la práctica docente reflejada en la calidad de la comunicación, la relación profesor - alumno y las estrategias pedagógicas empleadas, elementos fundamentales de los modelos pedagógicos constructivistas. Los resultados son concordantes con las experiencias de otros investigadores. La universidad, debe propiciar este tipo de intervenciones, que al mejorar el desempeño de sus docentes, promoverán su desarrollo académico.
Objective Evaluating changes in teaching adopted by teachers after participating in the Pedagogical Health Science Formation extension course taught by the National University of Colombia's Pedagogical Support and Teaching Formation Group from the Medicine Faculty. This was a part-time course; it dealt with topics such as didactics, curriculum, evaluation and the teacher's role. Methods A qualitative, exploratory study was carried out, involving a personal interview formulated by the investigators; this was held in each participant's place of work. Fifty teachers who had taken the course between 2003 and 2004 were interviewed. The questionnaire consisted of ten semi-structured questions. Results After taking the course, 82 percent of the participants considered that the quality of their communication with students was one of their most valued qualities, having understood that learning is a process which must be shared by both teachers and students. 64 percent of the participants stated that they had acquired new concepts about evaluation and had increased their use of more participative pedagogical strategies. Conclusion Teaching training courses had a positive effect on teaching, reflected in the quality of communication, teacher-student relationships and the pedagogic strategies used, all being very important elements in constructivist-orientated pedagogical models. The study's results agreed with other investigators' prior experience. The university must encourage this kind of intervention which will promote its own academic development by improving its teachers' performance.
Subject(s)
Humans , Education, Continuing , Faculty , Science/education , Teaching , Universities , Colombia , Communication , Curriculum , Interpersonal Relations , Surveys and QuestionnairesABSTRACT
Pressure-volume relationships and collagen and elastin contents were measured in the lungs of fetal sheep infused either with saline (n = 4), thyrotrophin-releasing hormone (TRH; n = 6), cortisol (n = 9) or TRH plus cortisol (n = 10) at 128 days of gestation (term = 149 days) for 7 days. Lung distensibility (V40 = 1.8 +/- 0.1 ml/g wet wt; mean +/- SD) and stability (V5 = 0.6 +/- 0.1) increased along with collagen (C) (10.1 +/- 2.7 micrograms/mg) and elastin (E) contents (128 +/- 35 ng/mg) in the animals infused with TRH plus cortisol and were significantly higher (p < 0.05) than those observed in TRH (V40 0.62 +/- 0.07; V5 0.32 +/- 0.04; C 3.53 +/- 1.3; E 38.2 +/- 8.3), cortisol (V4 0.66 +/- 0.6; V5 0.27 +/- 0.03; C 4.27 +/- 0.8; E 41.02 +/- 12.7) or saline infused fetuses (V40 0.40 +/- 0.1; V5 0.20 +/- 0.06; C 3.28 +/- 0.9; E 31.5 +/- 9.2). Plasma concentrations of prolactin (PRL), triiodothyronine (T3) and cortisol (F) were also higher in the group of fetuses infused with both hormones in comparison with the other groups. In fetuses treated with TRH plus cortisol, PRL (32 +/- 8.3 ng/ml) and T3 (308.3 +/- 36 micrograms/dl) were significantly higher than in those infused with cortisol alone (PRL 3.7 +/- 2.3; T3 128 +/- 30) or with saline (PRL 4.2 +/- 1.6; T3 < 5 micrograms/dl). In the group treated with TRH alone, PRL also increased significantly (37 +/- 6.4), but T3 increased only slightly (18 +/- 3.4).(ABSTRACT TRUNCATED AT 250 WORDS)