Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud

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 le...

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Autores principales:	Carrasco Z,Constanza, Pérez V,Cristhian, Torres A,Graciela, Fasce H,Eduardo
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2016
Materias:	Education, Medical, Undergraduate Faculty, Medical Learning
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016000900015
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spelling	oai:scielo:S0034-988720160009000152016-12-23Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la saludCarrasco Z,ConstanzaPérez V,CristhianTorres A,GracielaFasce H,Eduardo Education, Medical, Undergraduate Faculty, Medical Learning 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.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.144 n.9 20162016-09-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872016000900015es10.4067/S0034-98872016000900015
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, Medical, Undergraduate Faculty, Medical Learning
spellingShingle	Education, Medical, Undergraduate Faculty, Medical Learning Carrasco Z,Constanza Pérez V,Cristhian Torres A,Graciela Fasce H,Eduardo Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud
description	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.
author	Carrasco Z,Constanza Pérez V,Cristhian Torres A,Graciela Fasce H,Eduardo
author_facet	Carrasco Z,Constanza Pérez V,Cristhian Torres A,Graciela Fasce H,Eduardo
author_sort	Carrasco Z,Constanza
title	Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud
title_short	Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud
title_full	Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud
title_fullStr	Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud
title_full_unstemmed	Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud
title_sort	relación entre prácticas pedagógicas y estrategias de aprendizaje 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=S0034-98872016000900015
work_keys_str_mv	AT carrascozconstanza relacionentrepracticaspedagogicasyestrategiasdeaprendizajeendocentesdecarrerasdelasalud AT perezvcristhian relacionentrepracticaspedagogicasyestrategiasdeaprendizajeendocentesdecarrerasdelasalud AT torresagraciela relacionentrepracticaspedagogicasyestrategiasdeaprendizajeendocentesdecarrerasdelasalud AT fasceheduardo relacionentrepracticaspedagogicasyestrategiasdeaprendizajeendocentesdecarrerasdelasalud
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Relación entre prácticas pedagógicas y estrategias de aprendizaje en docentes de carreras de la salud

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