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TEACHING PRACTICES AND LEARNING STRATEGIES IN HEALTH CAREERS

Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud.

dc.contributoren-US
dc.contributores-ES
dc.creatorCarrasco Z, Constanza; Facultad de Medicina Universidad San Sebastián
dc.creatorPérez V, Cristhian; Departamento de Educación Médica Facultad de Medicina Universidad de Concepción
dc.creatorTorres A, Graciela; Facultad de Medicina Universidad San Sebastián
dc.creatorFasce H, Eduardo; Departamento de Educación Médica Facultad de Medicina Universidad de Concepción
dc.date2016-06-15
dc.date.accessioned2019-11-11T18:28:08Z
dc.date.available2019-11-11T18:28:08Z
dc.identifierhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/4511
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/111467
dc.descriptionBackground: 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 and methods: 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.en-US
dc.descriptionBackground: 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 and methods: 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.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherRevista Médica de Chilees-ES
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/4511/2418
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dc.sourceRevista Médica de Chile; Vol. 144, núm. 9 (2016): SEPTIEMBRE 2016es-ES
dc.source0034-9887
dc.subjectEducation, Medical, Undergraduate; Faculty, Medical; Learningen-US
dc.subjectEducation, Medical, Undergraduate; Faculty, Medical; Learninges-ES
dc.titleTEACHING PRACTICES AND LEARNING STRATEGIES IN HEALTH CAREERSen-US
dc.titleRelación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud.es-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typees-ES


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