SELF-DIRECTED LEARNING AND ACADEMIC BACKGROUND OF 2010 TO 2014 COHORTS OF MEDICAL STUDENTS

¿Cómo han cambiado los estudiantes que ingresan a medicina? Aprendizaje autodirigido y antecedentes académicos de las cohortes 2010 a 2014 de una universidad tradicional.

Author
Pérez-Villalobos, Cristhian E; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Fasce-Henry, Eduardo; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Ortega-Bastidas, Javiera A; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Ortiz-Moreira, Liliana E; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Bastías-Vega, Nancy; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Bustamante-Durán, Carolina E; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Ibáñez-Gracia, Pilar; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Márquez-Urrizola, Carolina G; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Delgado-Rivera, Macarena; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Glaría-López, Rocío; Departamento de Educación, Médica Facultad de Medicina, Universidad de Concepción

Full text
http://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/4937
Abstract
Background: The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. Aim: To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. Material and methods: A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Results: Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. Conclusions: The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
 
Background: The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. Aim: To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. Material and methods: A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Results: Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. Conclusions: The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
 
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