Estilos de aprendizaje en estudiantes de medicina

The so-called learning styles are conceptualized as a set of characteristics, qualities, abilities, and skills related to cognitive, affective, and physiological elements. These act as guides for the student, allowing them to creatively enhance the teaching-learning environment. This work aims to demonstrate that learning styles do not act alone but rather simultaneously, reinforcing the long-term exploration of knowledge in different areas of science. On the other hand, the methodology used involved identifying learning styles through the application of the Honey Alonso Questionnaire for Learning Styles (CHAEA). The questionnaire consisted of 80 questions, with 20 items for each learning style. The survey was conducted in a digital format using the Google Drive tool (https://acortar.link/ZoxvO7) with a total of 41 students from the second cycle participating voluntarily. This number fell short of the intended 125 students from the National University of Loja (UNL) in the Faculty of Human Health (FSH). The total number of students was determined using the Economic & Marketing Advisory Copyright 2019 (aem) formula (see Annex 1), considering a population of 500 students and a sample of 125. Within this framework, structured interviews were conducted with the teachers of the Faculty of Human Health (FSH) at the National University of Loja (UNL). These interviews aimed to establish an academic profile that would aid the teaching-learning process of the educational community. Among the findings, it was observed that out of a total of 3280 responses from students, 1185.85 positive responses were obtained for the four learning styles studied. In other words, these results were crucial for calculating the preference level for each learning style among the surveyed students. Consequently, the results showed that the active and reflective styles maintain a moderate level of preference, while the theoretical and pragmatic styles are at a high level of preference. This suggests that students do not adopt a single style but rather multiple styles to organize knowledge. In the interviews with teachers, it was emphasized that intervening in the teaching-learning process with the help of learning styles is crucial. Keywords: learning style; CHAEA; pragmatic; analytical; reflective; theoretical.

• Autor principal: Pinzón Imaicela, Rosa María (author)
• Format: masterThesis
• Idioma: spa
• Publicat: 2024
• Matèries: ESTILO DE APRENDIZAJE; CHAEA; PRAGMÁTICO; ANALÍTICO; TEÓRICO
• Accés en línia: https://dspace.unl.edu.ec/jspui/handle/123456789/28923