Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud / Teaching practices and learning strategies in health careers
Rev. méd. Chile
; 144(9): 1199-1206, set. 2016. ilus
Artigo
em Espanhol
| LILACS
| ID: biblio-830629
Biblioteca responsável:
CL1.1
ABSTRACT
Background:
Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers ways to cope with learning.Aim:
To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. Material andMethods:
The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females).Results:
Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching.Conclusions:
Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.
Texto completo:
Disponível
Coleções:
Bases de dados internacionais
Base de dados:
LILACS
Assunto principal:
Ensino
/
Educação de Graduação em Medicina
/
Aprendizagem
Tipo de estudo:
Estudo observacional
/
Estudo de prevalência
/
Estudo prognóstico
/
Fatores de risco
Limite:
Adulto
/
Idoso
/
Feminino
/
Humanos
/
Masculino
País/Região como assunto:
América do Sul
/
Chile
Idioma:
Espanhol
Revista:
Rev. méd. Chile
Assunto da revista:
Medicina
Ano de publicação:
2016
Tipo de documento:
Artigo
País de afiliação:
Chile
Instituição/País de afiliação:
Universidad San Sebastián/CL