Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/12665
Título : Aplicación de la experiencia de aprendizaje mediado a la estrategia de aprendizaje basado en problemas, en estudiantes del tercer semestre de medicina, Universidad Autónoma de Bucaramanga, Colombia
Otros títulos : Application of Mediated Learning Experience to the Problem Based Learning strategy on third semester medical students at a Colombian university
Autor : González Olaya, Hilda Leonor
Galindo Cárdenas, Leonor Angélica
metadata.dc.subject.*: Aprendizaje Basado en Problemas
Educación Médica
Fisiología Respiratoria y Circulatoria
Fecha de publicación : 2011
Editorial : Universidad de Antioquia, Facultad de Medicina
Citación : González Olaya HL, Galindo Cárdenas LA. Aplicación de la experiencia de aprendizaje mediado a la estrategia de aprendizaje basado en problemas, en estudiantes del tercer semestre de medicina, Universidad Autónoma de Bucaramanga, Colombia. Iatreia. 2011 Dic; 24(4): 422 - 431.
Resumen : Introduction: Problem Based Learning (PBL) represents a useful strategy in medical education. Mediated Learning Experience (MLE), derived from the theory of Cognitive Modifiability, could also be useful in medical education to help students achieve meaningful knowledge. In this study we evaluated the benefits of incorporating the MLE to the PBL strategy in a group of third semester Colombian medical students. Methods: A randomized controlled study was performed at the Medical School, Universidad Autónoma de Bucaramanga, in Colombia. Third semester students were randomly allocated to either one of two groups: PBL methodology alone and PBL articulated with MLE. Groups of eight students attended 16 sessions (2 hours/week) to develop problems related to the following homeostatic purpose: “to maintain an adequate oxygen supply to tissues.” Two types of tests were used to evaluate the knowledge acquired: multiple choice and problem-solving. Additionally, cognitive performance of the students was observed by the mediator professor. Self evaluation, and partners and professor evaluations were also performed Results and conclusions: Means and percentages of approved students (grades over 3) were higher in the intervention group, but differences were statistically significant only for the multiple-choice test. It is possible that the PBL strategy is enough by itself to enhance meaningful learning. However, qualitative descriptions demonstrate that MLE increases motivation of the students, and generates a positive environment to acquire meaningful learning by potentiating mental function. Thus, by applying MLE to PBL it is possible to improve the benefits of the latter strategy.
metadata.dc.identifier.eissn: 2011-7965
ISSN : 0121-0793
Aparece en las colecciones: Instituto de Investigaciones Médicas

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