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¿Cómo abordan su aprendizaje los estudiantes de Medicina autónomos? Una aproximación cualitativa.

dc.contributoren-US
dc.contributorFondecyt Regulares-ES
dc.creatorMárquez U, Carolina; Universidad de Concepción
dc.creatorFasce H, Eduardo; Universidad de Concepción
dc.creatorOrtega B, Javiera; Universidad de Concepción
dc.creatorBustamante D, Carolina; Universidad de Concepción
dc.creatorPérez V, Cristhian; Universidad de Concepción
dc.creatorIbáñez G, Pilar; Universidad de Concepción
dc.creatorOrtiz M, Liliana; Universidad de Concepción
dc.creatorEspinoza P, Camila; Universidad de Concepción
dc.creatorBastías V, Nancy; Universidad de Concepción
dc.date2015-11-18
dc.date.accessioned2019-11-11T18:26:19Z
dc.date.available2019-11-11T18:26:19Z
dc.identifierhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/4399
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/110639
dc.descriptionBackground: Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. Aim: To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. Material and Methods: A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Results: Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. Conclusions: The learning process of autonomous students is intentional and planned.en-US
dc.descriptionBackground: Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. Aim: To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. Material and Methods: A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Results: Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. Conclusions: The learning process of autonomous students is intentional and planned.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherRevista Médica de Chilees-ES
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dc.sourceRevista Médica de Chile; Vol. 143, núm. 12 (2015): DICIEMBRE 2015es-ES
dc.source0034-9887
dc.subjectLearning; Students, medical; Qualitative researchen-US
dc.subjectLearning; Students, medical; Qualitative researches-ES
dc.titleLEARNING STRATEGIES OF AUTONOMOUS MEDICAL STUDENTSen-US
dc.title¿Cómo abordan su aprendizaje los estudiantes de Medicina autónomos? Una aproximación cualitativa.es-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typees-ES


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