Gaona-Flores Verónica Alejandra, Campos-Navarro Luz Arcelia, Arenas-Osuna Jesús, Alcalá-Martínez Enrique
Hospital de Infectología; Centro Médico Nacional La Raza, Ciudad de México, México.
Hospital General; Centro Médico Nacional La Raza, Ciudad de México, México.
Gac Med Mex. 2017;153(4):503-509. doi: 10.24875/GMM.17002539.
Teaching strategies have been defined as procedures, means or resources that teachers used to promote meaningful learning.
Identify teaching strategies and evaluation used by the professor with residents in tertiary hospitals health care.
This is a cross-sectional study conducted with full, associate and assistant professors of various medical specialties. A questionnaire was applied to evaluate the strategies used by professors to teach and evaluate students.
We included a sample of 90 professors in 35 medical specialties. The most frequent teaching activities were: organizing students to develop presentations on specific subjects, followed by asking questions on previously reviewed subjects, In terms of the strategies employed, the most frequent "always" option was applied to case analyses. The most frequent methods used for the evaluation of theoretical knowledge were: participation in class, topic presentation and exams.
Teaching activities were primarily based on the presentation of specific topics by the residents. The most commonly used educational strategies were clinical case analyses followed by problem-based learning and the use of illustrations. Evaluation of the residents' performance in theory knowledge, hinged on class participation, presentation of assigned topics and exams.
教学策略被定义为教师用于促进有意义学习的程序、手段或资源。
确定三级医院医疗保健领域教授与住院医师一起使用的教学策略和评估方式。
这是一项针对各医学专科的正教授、副教授和助理教授开展的横断面研究。应用一份问卷来评估教授用于教学和评估学生的策略。
我们纳入了35个医学专科的90名教授样本。最常见的教学活动是：组织学生就特定主题进行展示，其次是就之前学过的主题提问。在采用的策略方面，最常选的“总是”选项用于病例分析。评估理论知识最常用的方法是：课堂参与、主题展示和考试。
教学活动主要基于住院医师对特定主题的展示。最常用的教育策略是临床病例分析，其次是基于问题的学习和使用插图。对住院医师理论知识表现的评估取决于课堂参与、指定主题的展示和考试。
