Resumen

SANTELICES, Lucía; WILLIAMS, Carolina; SOTO, Mauricio  y  DOUGNAC, Alberto. The efficiency of self-regulated learning in the teaching of scientific concepts to health sciences students. Rev. méd. Chile [online]. 2014, vol.142, n.3, pp.375-381. ISSN 0034-9887.  http://dx.doi.org/10.4067/S0034-98872014000300013.

Background: In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves the professor as a mediator and incorporates guidelines that facilitate learning diverse skills. Aim: To compare the effects of two teaching methodologies on the learning of key scientific concepts among health science students. Material and Methods: Two subgroups of equally complex concepts were randomly chosen to be taught either using traditional or self-regulation methodology. For the self-regulation methodology, two groups were formed. One learned only through self-regulation guidelines and the other learned through classes where the professor was a mediator. One hundred thirty seven freshman students from medicine, physical therapy, and nursing careers participated voluntarily in the study. Results: Self-regulation methodology impacted the learning process of scientific concepts in a positive way and showed significant differences with traditional teaching. The sole use of self-regulation guidelines alone generated similar results, compared to those obtained by students who attended lectures. Conclusions: Self-regulated learning would improve in learning efficiency and would reduce face-to-face class time.

Palabras clave : Educational measurement; Learning; Teaching.

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