Teaching systems in occupational medicine

• Castellote, Juan Manuel ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 9, Nº. 1, 2019, págs. 31-37
• Idioma: inglés
• DOI: 10.30552/ejihpe.v9i1.314
• Títulos paralelos:
  • Sistemas docentes en Medicina del Trabajo
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El Espacio Europeo de Educación incluye la enseñanza de grado y posgrado, así como un marco psico-pedagógico. Las estrategias de aprendizaje de los estudiantes en medicina del trabajo, tal como las conocen los docentes, se fundamentan en mejorar el ambiente de aprendizaje. El objetivo del presente estudio es evaluar los perfiles y estrategias de aprendizaje en módulos de medicina del trabajo. Una muestra de 53 estudiantes de pregrado inscritos en temas de salud ocupacional participaron en el estudio. Cumplimentaron el Study Process Questionnaire (R-SPQ-2F). Las estrategias utilizadas por los estudiantes se relacionaron con la evaluación realizada al final del periodo de enseñanza. Los estudiantes expresaron un uso significativamente mayor de estrategias profundas (16±4) que de estrategias superficiales (14±2). En relación con el desempeño, hubo una relación directa entre la puntuación de las estrategias profundas y los resultados de la evaluación. Los hallazgos apoyan que en medicina del trabajo el conocimiento del perfil de estrategias de aprendizaje ayudará a mejorar la educación. Para incrementar los estándares de enseñanza, se recomienda aplicar sistemas de evaluación para adaptar los métodos de enseñanza a los perfiles de los estudiantes

  • English

    European Higher Education Area includes standards for graduate and postgraduate teaching, as well as a psycho-pedagogy framework. Improving learning strategies of students in occupational medicine, from the teachers point of view, deals fundamentally with improving learning environment. The goal of the present study is to assess and profile learning strategies in occupational medicine teaching modules. A sample with 53 undergraduate students who were enrolled in occupational health classes participate in the study. The students filled the Study Process Questionnaire (R-SPQ-2F). Strategies used by students were related with the learning assessment performed at the end of the teaching term. Students expressed a significantly higher use of deep strategies (16±4) than surface strategies (14±2). Regarding performance, there was a direct relationship between deep strategies score and the learning assessment results. The findings support that, in occupational medicine, knowledge of learning strategies profiles will help to improve education. In order to improve teaching standards it is advisable applying assessment systems that allow adapting teaching methods to students’ profiles.

• Referencias bibliográficas
  • Akerjordet, K., & Severinsson, E. (2007). Emotional intelligence: a review of the literature with specific focus on empirical and epistemological...
  • Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for “flipping out”: A systematic review of the flipped classroom...
  • Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational...
  • Bråten, I., & Strømsø, H.I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated...
  • Burgess, A., Roberts, C., van Diggele, C., & Mellis, C. (2017). Peer teacher training (PTT) program for health professional students:...
  • Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic...
  • Chen, J. (2017). Playing to our human strengths to prepare medical students for the future. Korean Journal of Medical Education, 29(3), 193–197....
  • DeBacker, T.K., & Crowson, H.M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal...
  • Donker, A.S., de Boer, H., Kostons, D., Dignath van Ewijk, C.C., & van der Werf, M.P.C. (2014). Effectiveness of learning strategy instruction...
  • Ellis, R.A., Goodyear, P., Brillant, M., & Prosser, M. (2008). Student experiences of problem-based learning in pharmacy: conceptions...
  • Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: can formative assessment make a difference?...
  • Gillispie, V. (2016). Using the Flipped Classroom to Bridge the Gap to Generation Y. The Ochsner Journal, 16(1), 32–36.
  • Guy, R., Byrne, B., & Dobos, M. (2018). Optional anatomy and physiology e-learning resources: student access, learning approaches, and...
  • Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting...
  • Herbert, C., Velan, G.M., Pryor, W.M., & Kumar, R.K. (2017). A model for the use of blended learning in large group teaching sessions....
  • Joshi, A.S., Ganjiwale, J.D., Varma, J., Singh, P., Modi, J.N., & Singh, T. (2017). Qualitative Assessment of Learning Strategies among...
  • Kember, D., Biggs, J., & Leung, D.Y.P. (2004). Examining the multidimensionality of approaches to learning through the development of...
  • Leung, D.Y.P., & Kember, D. (2003). The Relationship Between Approaches to Learning and Reflection Upon Practice. Educational Psychology,...
  • Lo, C.K., Hew, K.F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research...
  • Mattick, K., Dennis, I., & Bligh, J. (2004). Approaches to learning and studying in medical students: validation of a revised inventory...
  • Nasiri, E., Pour-Safar, A., Taheri, M., Sedighi Pashaky, A., & Asadi Louyeh, A. (2017). Presenting the Students’ Academic Achievement...
  • Phan, H.P. (2007). An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific:...
  • Pickering, J.D., & Roberts, D.J.H. (2018). Flipped classroom or an active lecture? Anatomy Lectures. Clinical Anatomy, 31(1), 118–121....
  • Ramnanan, C., & Pound, L. (2017). Advances in medical education and practice: student perceptions of the flipped classroom. Advances...
  • Soderstrom, N.C., & Bjork, R.A. (2015). Learning versus Performance: An Integrative Review. Perspectives on Psychological Science, 10(2),...
  • Tiwari, A., Chan, S., Wong, E., Wong, D., Chui, C., Wong, A., & Patil, N. (2006). The effect of problem-based learning on students’ approaches...
  • Van Raemdonck, V., Aerenhouts, D., Monsieurs, K., & De Martelaer, K. (2017). A pilot study of flipped cardiopulmonary resuscitation training:...
  • Ward, M., Knowlton, M.C., & Laney, C.W. (2018). The flip side of traditional nursing education: A literature review. Nurse Education...