Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina

Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical stude...

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Autores principales:	Márquez U,Carolina, Fasce H,Eduardo, Pérez V,Cristhian, Ortega B,Javiera, Parra P,Paula, Ortiz M,Liliana, Matus B,Olga, Ibáñez G,Pilar
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2014
Materias:	Education, medical Learning Models, educational Students, Medical
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872014001100009
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spelling	oai:scielo:S0034-988720140011000092015-02-18Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicinaMárquez U,CarolinaFasce H,EduardoPérez V,CristhianOrtega B,JavieraParra P,PaulaOrtiz M,LilianaMatus B,OlgaIbáñez G,Pilar Education, medical Learning Models, educational Students, Medical Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Results: Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Conclusions: Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.142 n.11 20142014-11-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872014001100009es10.4067/S0034-98872014001100009
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, medical Learning Models, educational Students, Medical
spellingShingle	Education, medical Learning Models, educational Students, Medical Márquez U,Carolina Fasce H,Eduardo Pérez V,Cristhian Ortega B,Javiera Parra P,Paula Ortiz M,Liliana Matus B,Olga Ibáñez G,Pilar Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
description	Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Results: Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Conclusions: Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
author	Márquez U,Carolina Fasce H,Eduardo Pérez V,Cristhian Ortega B,Javiera Parra P,Paula Ortiz M,Liliana Matus B,Olga Ibáñez G,Pilar
author_facet	Márquez U,Carolina Fasce H,Eduardo Pérez V,Cristhian Ortega B,Javiera Parra P,Paula Ortiz M,Liliana Matus B,Olga Ibáñez G,Pilar
author_sort	Márquez U,Carolina
title	Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
title_short	Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
title_full	Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
title_fullStr	Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
title_full_unstemmed	Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
title_sort	aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina
publisher	Sociedad Médica de Santiago
publishDate	2014
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872014001100009
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Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina

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