Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies.

AIM: The purpose of this research was to investigate students' approaches to learning and use of cognitive strategies in a collaborative learning environment with team-based learning. METHOD: In a mixed-methods study, 263 medical students from 6 different semesters answered the R-SPQ-2F Questionnaire and MSLQ's items that measure elaboration and rehearsal strategies. ANOVA was used to compare differences between semesters, and Pearson's correlation to investigate how approaches to learning, cognitive strategies, and academic achievement correlate. Focus groups elucidated which elements in the collaborative learning environment enhanced or hindered deep approach to learning or elaboration strategies and why. RESULTS: Students took a deep approach to learning and sometimes a surface approach. They used elaboration and rehearsal strategies. First semester's students had significantly higher deep approach than fifth and sixth semesters' students. Elaboration strategies significantly correlated with final grade. Commitment to the group, case discussions, feeling challenged by teachers, and patients' visits were perceived to enhance deep approach to learning and use of elaboration strategies, while overload in course activities hindered deep approach to learning. CONCLUSIONS: Particular elements of the learning environment triggered students to take deep approach to learning and use elaboration strategies, and this positively correlated to academic achievement.

Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile.

PURPOSE: This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed. METHODS: The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age. RESULTS: The total mean score (120.9/200) indicated that the EE was perceived as 'more positive than negative.' There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as 'not too bad,' and for which first-, third-, and fourth-year students gave a rating corresponding to 'not a nice place.' On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32). CONCLUSION: Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.

Análisis del ambiente educacional en escuela de odontología chilena / Assessment of the educational environment in a Chilean dental school

Objetivo Evaluar la precepción del ambiente educativo por parte de los estudiantes de odontología en 2 períodos críticos de su formación: preclínico y clínico, transición desde la sala de clase a ambientes clínicos y comienzo de la atención de pacientes. Método Doscientos setenta y cinco estudiantes de odontología de la Universidad San Sebastián fueron sometidos al cuestionario DREEM en su versión en español el año 2012, en 3.er, 4.° y 5.° año (117 estudiantes en preclínico y 158 en clínica). Se calcularon los resultados individuales y los promedios globales e individuales de cada dominio. El test de Chi cuadrado fue realizado para analizar las diferencias entre los datos nominales. El coeficiente alfa de Cronbach fue utilizado para evaluar la consistencia interna de las subescalas del cuestionario. Valores de p menores a 0,05 fueron considerados significativos. Resultados La puntuación media fue de 120,42 en el área preclínica y de 121,83 a 110,38 en el área clínica. Con respecto al proceso de enseñanza aprendizaje, los estudiantes tienen una buena percepción del ambiente. Los dominios de percepción de los profesores y autopercepción social obtuvieron los puntajes más bajos. Discusión La percepción de los estudiantes de preclínico es diferente a los del área clínica. Estos últimos sienten que la participación en el aula disminuye, lo que puede deberse al mayor número de horas clínicas versus horas teóricas. La identificación de áreas positivas y negativas permite orientar acciones para mejorar el ambiente educativo para los estudiantes de la facultad.

Objective To evaluate the educational environment in dental school perceived by students at two critical transitional periods in their education: Preclinical and clinical (transition from the classroom to clinical environments and commencement of patient care) Method A total of 275 dental students (third, fourth and fifth year) of the San Sebastian University Dental School were asked to complete the Spanish adaptation of the DREEM Questionnaire in 2012 in (117 were preclinical and 158 were clinical students). The individual results were calculated, as well as both the overall and individual domain scores. The chi-squared test was used to analyse differences in nominal data. Cronbach's alpha was employed to assess the internal consistency of the subscales of the instrument. A P<.05 was considered statistically significant. Results The mean score was 120.42 in the preclinical area, and 121.83 to 110.38 in the clinical area. As regards the learning and teaching process, students have a good perception of the environment. The domains of perception of Teachers and Social Self-Perception obtain the lowest scores. Discussion The perceptions of the students in the preclinical area differ from those of the clinical area, with the latter feeling that participation in the classroom decreases. This may be due to the fact that the number of practice hours are much greater than theory hours, leading to a considerable reduction in the amount of classroom time at the expense of an increase in clinical hours. The identified positive and negative areas will help to focus actions to improve the educational environment for dentistry students.

Comportamiento alimentario de los adolescentes durante el periodo de preparacion para el ingreso a la universidad / Food adolescent behavior during the period of preparation for income to the university

Objetivos: describir los comportamientos alimentarios de los adolescentes durante la etapa de preparación para el ingreso a la universidad. Material y métodos: el estudio fue descriptivo y de corte transversal, se realizó en el año 2015, en un centro preuniversitario del distrito de Lima, la población fue de 1400 estudiantes de 15 a 17 años, se obtuvo una muestra de 303 adolescentes. Resultados: el 50,5% de los adolescentes consume tres comidas al día, 10,9% solo consume una comida, 4,6% nunca desayuna y 0,3% nunca almuerza. El almuerzo y la merienda o lonche son realizados en el centro educativo. Los días laborales comen sin compañía; salvo en el almuerzo, que comen con sus compañeros. La actividad que la mayoría realiza mientras come durante los días laborales, es ver televisión. Los alimentos y productos que gustan consumir más son: pollo 92,7%, agua 89,4%, pollo a la brasa 82,8%; los que menos prefieren, son las legumbres 49,2%. El 75,2% manifestó que en compañía de sus pares consumen comida rápida, el 35% optó por snacks. El 57.1% dedica entre 15 a 30 minutos para almorzar. Conclusiones: los adolescentes realizan 3 comidas diarias, el lugar donde almuerzan es el centro educativo, en compañía de sus pares prefieren consumir comida rápida; durante los días laborales realizan sus comidas sin compañía, y mientras comen suelen ver televisión y usar las redes sociales, en el entorno familiar consumen alimentos nutritivos y variados.

Objectives: describe adolescents eating behavior while preparing to apply to college. Material and methods: The study is descriptive and transversal, it was held in 2015, in a pre-university center in the district of Lima; the population consisted of 1,400 students with an average age of 15-17 years, and the sample was composed of 303 individuals. Results: 50.5 % of teens eat three times a day, 10.9% eat once, 4.6% never have breakfast and 0.3% never have dinner. Lunch and lunch are made the university center. On weekdays the students eat unaccompanied; except at lunch where they eat with their peers. On weekdays, the activity that is carried out while eating, is watching television. Food and products they like to consume more are: chicken 92.7%, water 89.4%, grilled chicken 82.8% and the least preferred are: legumes 49.2%. 75.2% said that in the company of their peers they consume fast food, 35 % chose snacks. 57.1 % delay between 15 to 30 minutes for lunch. Conclusions: teens have 3 meals a day, where their eating place is the school, in groups they prefer eating fast food; while on weekdays they eat alone, watch TV and use social networks, and in family surroundings they consume nutritious and varied food.

Faculty perceptions of simulation programs in healthcare education.

OBJECTIVE: To identify faculty perceptions of simulation insertion in the undergraduate program, considering the advantages and challenges posed by this resource. METHODS: We conducted a qualitative study with intentional sampling according to pre-defined criteria, following a semi-structured outline regarding data saturation. We have interviewed 14 healthcare instructors from a teaching institution that employs simulation in its syllabi. RESULTS: The majority of the faculty interviewed considered the use of scenario, followed by debriefing, as an excellent teaching tool. However, the faculty also noted a number of difficulties, such as the workload necessary to assemble the scenario, the correlation between scenario goals and the competences of the program, the time spent with the simulation, and the ratio of students to faculty members. CONCLUSIONS: Faculties consider simulation an effective tool in the healthcare program and maintain that the main obstacle faced by them is the logistical demand.