ESTILOS DE APRENDIZAJE DE ESTUDIANTES QUE CURSAN LA PRIMERA ASIGNATURA DE LA CARRERA DE MEDICINA EN EL NORDESTE ARGENTINO
DOI:
https://doi.org/10.55777/rea.v3i6.913Keywords:
estilos de aprendizaje, estudiantes universitarios, medicinaAbstract
Resumen:
Los estilos de aprendizaje y los estudios orientados del Nivel Medio podrían afectar a los estudiantes durante el inicio de una carrera universitaria. Se determinaron los estilos de aprendizaje de 575 alumnos de la primera asignatura de la Carrera de Medicina, que mostraron preferencia moderada-alta en estilo teórico, y moderada en los demás estilos. Ninguno reveló diferencias según el género. Sólo la mitad del alumnado cursó orientaciones adecuadas a la carrera. En el estilo teórico hubo diferencias según la orientación del Nivel Medio (p=0,001), debido a variaciones entre estudiantes de Economía y de Ciencias Naturales (p=0,015). No hubo diferencias según la orientación en los estilos activo, reflexivo y pragmático. El tipo de institución secundaria no se asoció al perfil de aprendizaje. Consecuentemente, se debe promover que los estudiantes desarrollen progresivamente los estilos de menor preferencia desde el inicio de sus estudios universitarios, para lograr la capacidad de aprender a aprender.
LEARNING STYLES OF STUDENTS THAT ATTEND THE FIRST SUBJECT OF THE MEDICINE PROGRAMME IN NORTHEASTERN ARGENTINA
Abstract:
The student´s learning styles and their studies at the secondary level may affect them during the initial period at the university. The learning styles in 575 students that attend the first subject of the Medicine program were identified. They showed high-moderate preference for the theoretic style, and moderate preference for the other three. None displayed differences according to gender. Only half of the students attended adequate secondary orientations for the Medicine program. There were significant differences in theoretical style regarding the secondary orientation (p=0,001) due to variations between Economy and Natural Sciences students (p=0,015). Active, reflexive and pragmatic styles showed no differences related to orientation. The type of secondary institution was not associated to the style profile. Thus, the progressive development of those styles in which students showed lower preferences should be promoted from the beginning of their university studies, to achieve the ability to learn to learn.
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