Procedimientos de aprendizaje en medicina del trabajo y carga percibida
Procedimientos de aprendizaje en medicina del trabajo y carga percibida
Contenido principal del artículo
Resumen
Hay una especial preocupación en el Espacio Europeo de Educación Superior por la forma en que la enseñanza se realiza en los niveles de posgrado y posgrado. Es un tema de especial interés en áreas como las que pertenecen a las disciplinas de Ciencias de la Salud. La forma en que los estudiantes aprenden está relacionada con las estrategias que utilizan para acercarse a los contenidos que deben asimilar. El objetivo de este estudio es conocer los enfoques de percepción y aprendizaje de los estudiantes en módulos de medicina del trabajo. Estudiantes de un módulo de aprendizaje activo en medicina del trabajo cumplimentaron el Cuestionario de Experiencia del Curso (CEQ) y el Cuestionario del Proceso de Estudio (R-SPQ-2F). Se analizaron tanto la percepción de la carga de trabajo como los enfoques de aprendizaje y su relación. Los estudiantes mostraron puntuaciones de adecuación consistentes y mostraron un enfoque de profundidad significativamente más alto que el superficial (R-SPQ-2F) existiendo una relación entre ambos. Los hallazgos confirman que existe una adecuación en la percepción de la carga de trabajo y el enfoque profundo de los estudiantes. Para mejorar las herramientas de enseñanza, se sugiere implementar sistemas de evaluación de la investigación y así verificar la idoneidad de los sistemas de aprendizaje activo.
Citas
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Richardson, J.T.E., & Price, L. (2003). Approaches to studying and perceptions of academic quality
in electronically delivered courses. British Journal of Educational Technology, 34(1), 45-
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Stes, A., De Maeyer, S., & Van Petegem, P. (2013). Examining the Cross-Cultural Sensitivity of the
Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch
Version. PLoS ONE, 8(1), e54099. doi: 10.1371/journal.pone.0054099
Tang, B., Coret, A., Qureshi, A., Barron, H., Ayala, A.P., y Law, M. (2018). Online Lectures in
Undergraduate Medical Education: Scoping Review. JMIR Medical Education, 4(1), e11.
doi: 10.2196/mededu.9091
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CD011736. doi: 10.1002/14651858.CD011736.pub2
Wilson, K.L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the
Course Experience Questionnaire. Studies in Higher Education, 22(1), 33-53.
A systematic review of the flipped classroom in nursing education. Nurse Education
Today, 38, 15-21.
Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor Study Process
Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133-149.
Broomfield, D., & Bligh, J. (1998). An evaluation of the `short form’ course experience
questionnaire with medical students. Medical Education, 32(4), 367-369.
Burgess, A., Roberts, C., van Diggele, C., & Mellis, C. (2017). Peer teacher training (PTT) program
for health professional students: interprofessional and flipped learning. BMC Medical
Education, 17(1).
Burnett, P.C., & Dart, B.C. (2000). The Study Process Questionnaire: A construct validation study.
Assessment y Evaluation in Higher Education, 25(1), 93-99.
Byrne, M., & Flood, B. (2003). Assessing the Teaching Quality of Accounting Programmes: An
evaluation of the Course Experience Questionnaire. Assessment & Evaluation in Higher
Education, 28(2), 135-145.
Chaleta, E., Gracio, L., Sampaio, A., Leal, F., & Silva, J. (2012). Adaptation and validation of the
course experience questionnaire for portuguese higher education students. Edulearn12:
4TH International Conference On Education And New Learning Technologies, 2506
Clunie, L., Morris, N.P., Joynes, V.C.T., & Pickering, J.D. (2017). How comprehensive are research
studies investigating the efficacy of technology-enhanced learning resources in anatomy
education? A systematic review. Anatomical Sciences Education.
Cumplido-Hernández, G., Campos-Arciniega, M.F., Chávez-López, A., & Pérez-García, V. (2006).
[Learning approaches used by undergraduate interns in the development of a medical
specialty]. Revista Medica del Instituto Mexicano del Seguro Social, 44(4), 321-328.
Fryer, L.K., Ginns, P., Walker, R.A., & Nakao, K. (2012). The adaptation and validation of the CEQ
and the R-SPQ-2F to the Japanese tertiary environment: CEQ and the R-SPQ-2F in the
Japanese tertiary environment. British Journal of Educational Psychology, 82(4), 549–
563.
Gillispie, V. (2016). Using the Flipped Classroom to Bridge the Gap to Generation Y. The Ochsner
Journal, 16(1), 32–36.
González, C., Montenegro, H., & López, L. (2012). Analysis of the Reliability and Validity of the
Course Experience Questionnaire (CEQ). Educación y Educadores, 15(1), 63-78.
Harris, C., & Kloubec, J. (2014). Assessment of Student Experience in a Problem-Based Learning
Course Using the Course Experience Questionnaire. Journal of Nutrition Education and
Behavior, 46(4), 315-319.
Jansen, E., van der Meer, J., & Fokkens-Bruinsma, M. (2013). Validation and use of the CEQ in
The Netherlands. Quality Assurance in Education, 21(4), 330-343.
Justicia, F., Pichardo, M.C., Cano, F., Berbén, A.B.G., & de la Fuente, J. (2008). The Revised TwoFactor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor
analyses at item level. European Journal of Psychology of Education, 23(3), 355-372.
Merino, C., & Kumar, R. (2013). Validación estructural del r-spq-2f: un análisis factorial
confirmatorio. Revista Digital de Investigación en Docencia Universitaria, (1)111. doi:
10.19083/ridu.7.190
Mogre, V., & Amalba, A. (2014). Assessing the reliability and validity of the Revised Two Factor
Study Process Questionnaire (RSPQ2F) in Ghanaian medical students. Journal of
Educational Evaluation for Health Professions, 11(19). doi: 10.3352/jeehp.2014.11.19
Munshi, F.M., Al-Rukban, M.O., & Al-Hoqail, I. (2012). Reliability and validity of an Arabic
version of the revised two-factor study process questionnaire R-SPQ-2F. Journal of
Family & Community Medicine, 19(1), 33–37.
Ní Chróinín, D., Kyne, L., Duggan, J., Last, J., Molphy, A., O’Shea, D., & Cullen, W. (2012).
Medicine in the community: a unique partnership. The Clinical Teacher, 9(3), 158-163.
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course
Experience Questionnaire. Studies in Higher Education, 16(2), 129-150.
Richardson, J.T.E. (1994). A British evaluation of the Course Experience Questionnaire. Studies in
Higher Education, 19(1), 59-68.
Richardson, J.T.E., Gamborg, G., & Hammerberg, G. (2005). Perceived academic quality and
approaches to studying at Danish schools of occupational therapy. Scandinavian Journal
of Occupational Therapy, 12(3), 110–117.
Richardson, J.T.E., Marschark, M., Sarchet, T., & Sapere, P. (2010). Deaf and Hard-of-Hearing
Students’ Experiences in Mainstream and Separate Postsecondary Education. Journal of
Deaf Studies and Deaf Education, 15(4), 358-382.
Richardson, J.T.E., & Price, L. (2003). Approaches to studying and perceptions of academic quality
in electronically delivered courses. British Journal of Educational Technology, 34(1), 45-
56.
Stes, A., De Maeyer, S., & Van Petegem, P. (2013). Examining the Cross-Cultural Sensitivity of the
Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch
Version. PLoS ONE, 8(1), e54099. doi: 10.1371/journal.pone.0054099
Tang, B., Coret, A., Qureshi, A., Barron, H., Ayala, A.P., y Law, M. (2018). Online Lectures in
Undergraduate Medical Education: Scoping Review. JMIR Medical Education, 4(1), e11.
doi: 10.2196/mededu.9091
Vaona, A., Banzi, R., Kwag, K.H., Rigon, G., Cereda, D., Pecoraro, V., & Moja, L. (2018). Elearning for health professionals. The Cochrane Database of Systematic Reviews, 1,
CD011736. doi: 10.1002/14651858.CD011736.pub2
Wilson, K.L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the
Course Experience Questionnaire. Studies in Higher Education, 22(1), 33-53.