Learning procedures in occupational medicine topics and workload perceived by students
Learning procedures in occupational medicine topics and workload perceived by students
Main Article Content
Abstract
The European Higher Education Area is especially concerned with the way teaching is performed at graduate and postgraduate levels. It is a matter or research with a special interest in areas such as those that belong to Health Sciences disciplines. How the students learn is related to the strategies they use to approach to the contents to be assimilated. The goal of this study is to know students’ perception and learning approaches in occupational medicine modules. Students enrolled in an occupational medicine module of active learning filled the Course Experience Questionnaire (CEQ) and the Study Process Questionnaire (R-SPQ-2F). Workload perception and learning approaches and their relationship were analyzed. Students showed consistent appropriateness scores and showed a significantly higher deep than surface approach (R-SPQ-2F) with a relationship between both. The findings support that with active learning procedures, there is an appropriateness in workload perception and students’ deep approach. To ameliorate teaching tools it is suggested to implement research assessment systems to check adequacy of active learning systems.
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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.