DIFERENCIAS DE GENERO EN EL PERFIL DE ESTILOS Y DEL USO DE ESTRATEGIAS COGNITIVAS DE APRENDIZAJE DE ESTUDIANTES DE FARMACOLOGÍA
DOI:
https://doi.org/10.55777/rea.v3i5.903Keywords:
Estilos de aprendizaje, Estrategias de aprendizaje, Aprendizaje y género, Aprendizaje y FarmacologíaAbstract
RESUMEN
El objetivo de este estudio fue determinar si existen diferencias de género en estilos y el uso de estrategias de aprendizaje en estudiantes de Medicina Veterinaria y de Medicina que cursan Farmacología, una asignatura curricular en carreras biomédicas. A 146 estudiantes de tres universidades chilenas con edad promedio de 22.42 ± 0.17 años se aplicó el cuestionario de Honey-Alonso de Estilos de Aprendizaje (CHAEA) y una versión abreviada del cuestionario Adquisición, Codificación, Recuperación, Apoyo (ACRA). Las mujeres usan más estrategias de aprendizaje. Los hombres presentaron preferencia por los estilos Activo y Pragmático y las mujeres por el Teórico, pero sin significancia estadística, siendo el Reflexivo común para ambos sexo. No hubo diferencias significativas en rendimiento académico. Estas diferencias debieran considerarse en el diagnóstico y planificación de asignaturas para favorecer el aprendizaje efectivo y el desarrollo de las competencias de los estudiantes.
GENDER DIFFERENCES ON LEARNING STYLES AND THE USE OF COGNITIVE STRATEGIES OF LEARNING OF STUDENTS ATTENDING PHARMACOLOGY
ABSTRACT
Pharmacology is a discipline in biomedical careers. The objective of the present study was to determine whether there are gender differences in the profile of learning styles and the use of learning strategies among students of Veterinary Medicine and Medicine. The CHAEA questionnaire and a shortened version of the ACRA questionnaire were applied to 146 students with mean age of 22.42 ± 0.17 years. Women use more learning strategies. Although non significant differences were observed, men showed greater preference for Active and Pragmatic styles, and women for the Theorist style. The reflexive style was similar for both genders. No significant differences were observed in academic performance among both genders. The differences observed should be considered in the diagnosis and planning of courses to encourage effective learning and skills development of students
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