PERFIL DE ESTILOS DE APRENDIZAJE Y ESTRATEGIAS PEDAGOGICAS EN ESTUDIANTES DE FARMACOLOGIA
DOI:
https://doi.org/10.55777/rea.v2i4.896Keywords:
Estilos de aprendizaje, estrategias pedagógicas, FarmacologíaAbstract
Resumen:
La Farmacología es una asignatura pre-clínica fundamental para las carreras del área de la salud. El objetivo de este trabajo fue identificar los estilos de aprendizaje y correlacionarlos con el género, estrategia pedagógica y rendimiento académico. Se aplicó el cuestionario de Honey-Alonso de Estilos de Aprendizaje a 35 estudiantes, con una edad promedio de 22.41.6 años, que cursan la asignatura de Farmacología en la carrera de Química y Farmacia en la Universidad de Concepción y Medicina Veterinaria en la Universidad San Sebastián en Concepción, Chile. Los alumnos de Química y Farmacia tienen mayor rendimiento y preferencia por el estilo pragmático que los alumnos de Medicina Veterinaria. Los estudiantes con un sistema de ABP tienen mayor rendimiento que los estudiantes con un sistema de enseñanza tradicional. El género femenino obtiene un mayor rendimiento y una distribución mas equilibrada de sus estilos de aprendizaje, dentro de la misma carrera y entre las diferentes carreras. Existe una correlación directa entre el perfil de estilos de aprendizaje, la estrategia pedagógica y el rendimiento académico.
LEARNING STYLE AND PEDAGOGIC STRATEGIES OF STUDENTS ATTENDING PHARMACOLOGY
Abstract:
Pharmacology is one of the core subjects for further graduation in both preclinical and clinical area. The aim of this study was to assess the learning style preferences of undergraduated students, 22.41.6 years-old, attending pharmacology, in Pharmacy at the Universidad de Concepción and in Veterinary Medicine at the Universidad San Sebastián in Concepción, Chile. We administered the CHAEA questionnaire to 35 students. The answers were recorded and assessed in terms of gender, career choice, academic performance and learning style preference. Pharmacy-students, preferred the Pragmatic Style and obtained better academic performance than Veterinary Medicine-students. The female students obtained better academic performance inside the same career and among the different careers. Problem-based learning demonstrated better academic performance than Traditional learning. We concluded that there is direct correlation between learning style preference, pedagogic strategies and academic performance.
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