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Efectividad de una intervención educativa semipresencial para la formación docente en el área de salud pública
| Content Provider | Semantic Scholar |
|---|---|
| Author | Escamilla-Santiago, Ricardo Antonio Aburto-Arciniega, Mónica Beatriz Allende-López, Aldo Zepeda-Tena, Carolina Arce-Cedeño, Angélica Rojas-Russell, Mario Enrique |
| Copyright Year | 2017 |
| Abstract | espanolIntroduccion. La formacion docente debe orientarse a la actualizacion en contenidos especificos de una asignatura y en aspectos pedagogicos segun los cambios educativos globales. En la Facultad de Medicina de la UNAM se imparten cursos dirigidos a estudiantes de pregrado que se formaran como docentes. El objetivo de este estudio fue disenar, implementar y evaluar un curso-taller semipresencial de formacion docente, dirigido a estudiantes con interes en profesionalizarse en una materia de salud publica. Sujetos y metodos. Ejes del curso: fundamentos de la asignatura y bases pedagogicas (impartido en 60 horas, 40 presenciales y 20 en linea). Se evaluo el avance con un test pre-postintervencion, un instrumento de escenarios simulados y una rubrica de presentacion frente a grupo. Se calcularon medidas de resumen, pruebas de diferencias de medianas y dos modelos MANOVA para las calificaciones pre-post. Resultados. 49 participantes; un 73% concluyo el curso. La mediana de edad fue de 20 anos, y la razon hombre-mujer, de 0,65. Medianas de calificaciones: preintervencion, 4,53; postintervencion, 7,24 (p Conclusiones. Este estudio puede considerarse como un referente para propiciar el reporte detallado de otros cursos, considerando el diseno instruccional, la evaluacion de su impacto y su exito en la incorporacion temprana de estudiantes como profesores. EnglishIntroduction. Teacher training must focus on updating specific contents of a subject and on pedagogical aspects according to global educational changes. At the Faculty of Medicine in UNAM there are courses addressed to undergraduate students who will be trained as teachers. The aim of the study was to design, implement and assess a blended learning course-workshop in teacher training for medical students with an interest in specializing in Public Health subject. Subjects and methods. Course's axes: subject's foundations and pedagogical basis (taught in 60 hours, 40 on-site class and 20 online). The advancement was assessed with a pre- and post-test, a simulated scenario tool and a rubric for in front of a group presentation. Summary measurements were calculated, median differences tests and two MANOVA models for pre- and post-test grades. Results. 49 participants; 73% concluded the course. The age range was 20 years old and the male-female ratio was 0.65. Grades' median: pre-intervention, 4.53; post-intervention, 7.24 (p Conclusions. This study may be considered as a referent to promote a detained report of other teacher training courses for students, considering the instructional design, the impact of its assessment and the success in an early incorporation of students as teachers. |
| Starting Page | 273 |
| Ending Page | 278 |
| Page Count | 6 |
| File Format | PDF HTM / HTML |
| DOI | 10.33588/fem.206.917 |
| Volume Number | 20 |
| Alternate Webpage(s) | http://scielo.isciii.es/pdf/fem/v20n6/2014-9832-fem-20-6-273.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
