Universidad de Buenos Aires, Facultad de Odontología, Cátedra de Odontología Preventiva y Comunitaria, Buenos Aires, Argentina.
Universidad de Buenos Aires, Facultad de Odontología, Instituto de Investigaciones en Salud Pública, Buenos Aires, Argentina.
Acta Odontol Latinoam. 2022 Dec 31;35(3):214-222. doi: 10.54589/aol.35/3/214.
Various theories have endeavored to explain how knowledge is accessed. Students, in order to learn, need a good repertoire of appropriate metacognitive and self-regulating strategies and knowledge, which they use consciously or unconsciously. Teachers, in addition to knowing how to teach, need to be aware of students' learning strategies, metacognition, and self-regulation, and of the impact of changes associated with recent pandemic scenarios.
The aim of this study was to identify the study strategies preferred by dental students in two different scenarios: prior to and during the pandemic.
The sample consisted of third-year dentistry students at Buenos Aires University (UBA) during 2019 (Group GP, 141 students, face-toface activity) and 2021 (Group GE, 60 students, e-learning during the pandemic). Participants were asked (a) to provide demographic information (sex and age) and (b) to answer the abridged ACRA scale. Statistical treatment included descriptive tests; Chi2, binomial exact and Student's t-test (p<0.05).
The proportion of students who participated with respect to total students enrolled was 58.50% in 2019 and 26.20% in 2021, with female gender being significantly higher. There were significant differences in total number of participants during the different periods (p=0.001), and in gender distribution during the pandemic (p=0.007). Comparison between groups GP and GE showed no significant difference regarding preferences expressed in total values for the scale or for the domains. Analysis of preferences according to gender showed significant differences in total group (p=0.007) and the domains CLCS (Cognitive and Learning Control Strategies) (p= 0.008) and LSS (Learning Support Strategies) (p=0.002). The mean values of preferences selected by females were higher. Similar results were found upon analyzing preferences during the pandemic (n= 60) considering total score (p= 0.033) and the domains CLCS (p= 0.035) and LSS (p= 0.007).
The study identified trends towards an increase in the score and consequently greater use of techniques included in the domains related to metacognition, especially among women. There is potential neutralization of the impact created by the methodological shift between the two periods (face-to-face and e-learning) probably as a result of the implicit adaptability, latent in students, regarding digital methodology, which enables them to adapt to learning in challenging situations.
本研究旨在确定口腔医学生在两种不同情境下（大流行前和大流行期间）首选的学习策略。
研究对象为布宜诺斯艾利斯大学（UBA）三年级口腔医学生，分为 2019 年（GP 组，141 名学生，面对面活动）和 2021 年（GE 组，60 名学生，大流行期间的在线学习）。要求参与者提供人口统计学信息（性别和年龄），并回答缩短版的 ACRA 量表。统计处理包括描述性检验；卡方检验、二项精确检验和学生 t 检验（p<0.05）。
2019 年和 2021 年，实际参加学生人数占总注册学生人数的比例分别为 58.50%和 26.20%，其中女性比例显著更高。不同时期的总参与者人数存在显著差异（p=0.001），大流行期间的性别分布也存在显著差异（p=0.007）。GP 组和 GE 组之间的比较表明，在量表总分或各领域的偏好表达上无显著差异。根据性别分析偏好，总群体（p=0.007）、CLCS（认知和学习控制策略）（p=0.008）和 LSS（学习支持策略）（p=0.002）各领域存在显著差异。女性选择的偏好平均值更高。对大流行期间（n=60）的偏好分析也得出类似结果，考虑总分（p=0.033）和 CLCS（p=0.035）和 LSS（p=0.007）各领域。
研究发现，评分呈上升趋势，因此包含元认知相关领域的技术使用也有所增加，尤其是女性。两个时期（面对面和在线学习）之间的方法转变可能产生的影响得到了中和，这可能是由于学生内在的适应性，即他们能够适应挑战性的学习环境，对数字方法具有潜在的适应性。
