Carrasco Z Constanza, Pérez V Cristhian, Torres A Graciela, Fasce H Eduardo
Facultad de Medicina, Universidad San Sebastián, Concepción, Chile,
Departamento de Educación Médica, Facultad de Medicina, Universidad San Sebastián, Concepción, Chile.
Rev Med Chil. 2016 Sep;144(9):1199-1206. doi: 10.4067/S0034-98872016000900015.
Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers ways to cope with learning.
To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities.
The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females).
Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching.
Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.
