SciELO - Scientific Electronic Library Online

 
vol.144 número9Dilemas éticos acerca de la revelación de errores médicos a los pacientesSantos y beatos de la medicina en las grandes guerras del siglo XX índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Revista médica de Chile

versión impresa ISSN 0034-9887

Resumen

CARRASCO Z, Constanza; PEREZ V, Cristhian; TORRES A, Graciela  y  FASCE H, Eduardo. Teaching practices and learning strategies in health careers. Rev. méd. Chile [online]. 2016, vol.144, n.9, pp.1199-1206. ISSN 0034-9887.  http://dx.doi.org/10.4067/S0034-98872016000900015.

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 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.

Palabras clave : Education, Medical, Undergraduate; Faculty, Medical; Learning.

        · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons