La inhibición a participar y su nexo con percibir una tutoría diferente

Background: Verbal interactions are paramount to develop cognitive and social skills of students taught using problem based learning in small group tutorials. Responses to a questionnaire showed that 27% of second year medical students did not feel free to participate in their groups Aim: To explore...

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Autores principales:	Gari,Mayra, Iputo,Jehu
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2015
Materias:	Education, medical Collaborative learning Problem based learning
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872015000900013
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spelling	oai:scielo:S0034-988720150009000132015-10-22La inhibición a participar y su nexo con percibir una tutoría diferenteGari,MayraIputo,Jehu Education, medical Collaborative learning Problem based learning Background: Verbal interactions are paramount to develop cognitive and social skills of students taught using problem based learning in small group tutorials. Responses to a questionnaire showed that 27% of second year medical students did not feel free to participate in their groups Aim: To explore if these students may have different perceptions respect to their peers, regarding the functioning of their tutorials. Material and Methods: The answer to the item "feel free to participate" was the criterion to allocate students in two groups, study (n = 25) and control (n = 66). The means of the perceptions were compared between groups in the 15 items’ questionnaire. Results: Students in the study group had different perceptions in eight of the items. These students enjoyed and considered interesting the topics addressed in the tutorials less frequently. Also they did not study all learning issues, did not always understand the case and foresaw less opportunities to participate in their groups. Conclusions: Quiet students perceived tutorials different than their more active peers. Those differences concerned motivation and a mixture of cognitive (individual) and social (rest of the group) strategies that were not conducive to build a suitable learning environment for those students in their respective tutorial groups.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.143 n.9 20152015-09-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872015000900013es10.4067/S0034-98872015000900013
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, medical Collaborative learning Problem based learning
spellingShingle	Education, medical Collaborative learning Problem based learning Gari,Mayra Iputo,Jehu La inhibición a participar y su nexo con percibir una tutoría diferente
description	Background: Verbal interactions are paramount to develop cognitive and social skills of students taught using problem based learning in small group tutorials. Responses to a questionnaire showed that 27% of second year medical students did not feel free to participate in their groups Aim: To explore if these students may have different perceptions respect to their peers, regarding the functioning of their tutorials. Material and Methods: The answer to the item "feel free to participate" was the criterion to allocate students in two groups, study (n = 25) and control (n = 66). The means of the perceptions were compared between groups in the 15 items’ questionnaire. Results: Students in the study group had different perceptions in eight of the items. These students enjoyed and considered interesting the topics addressed in the tutorials less frequently. Also they did not study all learning issues, did not always understand the case and foresaw less opportunities to participate in their groups. Conclusions: Quiet students perceived tutorials different than their more active peers. Those differences concerned motivation and a mixture of cognitive (individual) and social (rest of the group) strategies that were not conducive to build a suitable learning environment for those students in their respective tutorial groups.
author	Gari,Mayra Iputo,Jehu
author_facet	Gari,Mayra Iputo,Jehu
author_sort	Gari,Mayra
title	La inhibición a participar y su nexo con percibir una tutoría diferente
title_short	La inhibición a participar y su nexo con percibir una tutoría diferente
title_full	La inhibición a participar y su nexo con percibir una tutoría diferente
title_fullStr	La inhibición a participar y su nexo con percibir una tutoría diferente
title_full_unstemmed	La inhibición a participar y su nexo con percibir una tutoría diferente
title_sort	la inhibición a participar y su nexo con percibir una tutoría diferente
publisher	Sociedad Médica de Santiago
publishDate	2015
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872015000900013
work_keys_str_mv	AT garimayra lainhibicionaparticiparysunexoconpercibirunatutoriadiferente AT iputojehu lainhibicionaparticiparysunexoconpercibirunatutoriadiferente
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La inhibición a participar y su nexo con percibir una tutoría diferente

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