Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud

Background: Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP amon...

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Autores principales:	Pérez V,Cristhian, Vaccarezza G,Giulietta, Aguilar A,César, Coloma N,Katherine, Salgado F,Horacio, Baquedano R,Marjorie, Chavarría R,Carla, Bastías V,Nancy
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2016
Materias:	Education Medical Educational Measurement Faculty Teaching
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016000600015
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spelling	oai:scielo:S0034-988720160006000152016-10-03Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la saludPérez V,CristhianVaccarezza G,GiuliettaAguilar A,CésarColoma N,KatherineSalgado F,HoracioBaquedano R,MarjorieChavarría R,CarlaBastías V,Nancy Education Medical Educational Measurement Faculty Medical Teaching Background: Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.144 n.6 20162016-06-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016000600015es10.4067/S0034-98872016000600015
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education Medical Educational Measurement Faculty Medical Teaching
spellingShingle	Education Medical Educational Measurement Faculty Medical Teaching Pérez V,Cristhian Vaccarezza G,Giulietta Aguilar A,César Coloma N,Katherine Salgado F,Horacio Baquedano R,Marjorie Chavarría R,Carla Bastías V,Nancy Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
description	Background: Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.
author	Pérez V,Cristhian Vaccarezza G,Giulietta Aguilar A,César Coloma N,Katherine Salgado F,Horacio Baquedano R,Marjorie Chavarría R,Carla Bastías V,Nancy
author_facet	Pérez V,Cristhian Vaccarezza G,Giulietta Aguilar A,César Coloma N,Katherine Salgado F,Horacio Baquedano R,Marjorie Chavarría R,Carla Bastías V,Nancy
author_sort	Pérez V,Cristhian
title	Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
title_short	Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
title_full	Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
title_fullStr	Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
title_full_unstemmed	Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
title_sort	cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
publisher	Sociedad Médica de Santiago
publishDate	2016
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016000600015
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Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud

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