Preferencias y percepciones de feedback en estudiantes de odontología
Archivos
Fecha
2021
Autores
Profe guía
Perfil ORCID
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Finis Terrae (Chile) Facultad de Odontología
ISBN
ISSN
ISSNe
DOI
Resumen
Introducción: Dentro de la educación dental, se propone investigar sobre el
feedback clínico y su vinculación con el aprendizaje de los estudiantes de pregrado
de odontología. A través de la búsqueda en la literatura científica y una revisión
metodológica, que incluya referencias relacionadas con la odontología. El término
anglosajón” feedback” significa “retroalimentación” en español. Entre los propósitos
de una efectiva entrega de feedback al estudiante están el generar un nivel de
satisfacción entre el estudiante y el docente, mejorando la relación por “fomentar un
aprendizaje significativo y profundo, además de potenciar un clima propicio para el
aprendizaje”. Algunas de las barreras que impiden un feedback efectivo son la falta
de información específica entre el rendimiento observado de un estudiante y un
estándar dado. Asimismo, el desconocimiento de los estudiantes sobre los
resultados de aprendizaje, competencias, u objetivos curriculares propuestos para
mejorar su rendimiento obstaculiza este diálogo de feedback más aún en casos de
estar acompañado por docentes no adecuadamente capacitados para elaborar e
implementar estrategias de entrega de feedback efectivo lo cual generaría
indudablemente un debilitamiento en el aprendizaje.
Objetivos: Es determinar cuáles son las preferencias y percepciones de feedback
en los estudiantes de pregrado de odontología UFT.
Metodología: Diseño del estudio Observacional, descriptivo transversal. Población
y muestra son los estudiantes matriculados de cuarto y quinto año
(aproximadamente 100). El universo por estudiar comprendido a todos los
estudiantes de pregrado de odontología de la UFT de ambos sexos, quienes cursan
cuarto y quinto año que cumplan los criterios de inclusión y exclusión. El instrumento
de recolección de datos fue una encuesta Resultados: El análisis de los componentes principales de la encuesta preferencias
y percepciones de feedback en los estudiantes de odontología UFT. Comprendió
datos demográficos, tales como el sexo de los participantes son masculino 31%,
femenino 69% (M=1,69 SD=0,467). Las edades de los encuestados oscilaron entre
los 21 y 35 años (M=24,5 años. SD=2,36) con un 53% entre 23-24 años. El año
académico de los estudiantes el 54% cuarto año, 46% quinto año de odontología
(M= 4.6 SD=0,502). La situación académica de los estudiantes que reprobaron
asignatura durante su trayectoria es 69% y los que no reprobaron 31% (M=1.31
SD=0.467). Además, los resultados de las preferencias de feedback destacan el
valor que le asignan los estudiantes al feedback para su aprendizaje y su futuro
desempeño profesional.
Introduction: Within dental education, it is proposed to investigate clinical feedback and its link with the learning of undergraduate dental students. Through a search in the scientific literature and a methodological review, including references related to dentistry. The Anglo-Saxon term "feedback" means "feedback" in Spanish. Among the purposes of an effective delivery of feedback to the student are to generate a level of satisfaction between the student and the teacher, improving the relationship by "promoting meaningful and deep learning, in addition to promoting a climate conducive to learning." Some of the barriers that prevent effective feedback are the lack of specific information between a student's observed performance and a given standard. Likewise, the ignorance of the students about the learning results, competences, or proposed curricular objectives to improve their performance hinders this feedback dialogue even more in cases of being accompanied by teachers not adequately trained to develop and implement effective feedback delivery strategies which would undoubtedly generate a weakening in learning. Objectives: It is to determine what are the preferences and perceptions of feedback in undergraduate students of UFT dentistry. Methodology: Observational, descriptive, cross-sectional study design. Population and sample are enrolled fourth and fifth year students (approximately 100). The universe to be studied comprised all UFT undergraduate dentistry students of both sexes, who are in their fourth and fifth years who meet the inclusion and exclusion criteria. The data collection instrument was a survey. Results: The analysis of the main components of the survey preferences and feedback perceptions in UFT dentistry students. He understood demographic data, such as the sex of the participants are male 31%, female 69% and prefer not to say 0% (M = 1.69 SD = 0.467). The ages of the respondents ranged between 21 and 35 years (M = 24.5 years. SD = 2.36) with 53% between 23-24 years. The academic year of the students 54% fourth year ,46% fifth year of dentistry (M = 4.6 SD = 0.502). The academic situation of students who failed a course during their career is 69% and those who did not fail 31% (M = 1.31 SD = 0.467). In addition, the results of the feedback preferences highlight the value that students place on feedback for their learning and future professional performance.
Introduction: Within dental education, it is proposed to investigate clinical feedback and its link with the learning of undergraduate dental students. Through a search in the scientific literature and a methodological review, including references related to dentistry. The Anglo-Saxon term "feedback" means "feedback" in Spanish. Among the purposes of an effective delivery of feedback to the student are to generate a level of satisfaction between the student and the teacher, improving the relationship by "promoting meaningful and deep learning, in addition to promoting a climate conducive to learning." Some of the barriers that prevent effective feedback are the lack of specific information between a student's observed performance and a given standard. Likewise, the ignorance of the students about the learning results, competences, or proposed curricular objectives to improve their performance hinders this feedback dialogue even more in cases of being accompanied by teachers not adequately trained to develop and implement effective feedback delivery strategies which would undoubtedly generate a weakening in learning. Objectives: It is to determine what are the preferences and perceptions of feedback in undergraduate students of UFT dentistry. Methodology: Observational, descriptive, cross-sectional study design. Population and sample are enrolled fourth and fifth year students (approximately 100). The universe to be studied comprised all UFT undergraduate dentistry students of both sexes, who are in their fourth and fifth years who meet the inclusion and exclusion criteria. The data collection instrument was a survey. Results: The analysis of the main components of the survey preferences and feedback perceptions in UFT dentistry students. He understood demographic data, such as the sex of the participants are male 31%, female 69% and prefer not to say 0% (M = 1.69 SD = 0.467). The ages of the respondents ranged between 21 and 35 years (M = 24.5 years. SD = 2.36) with 53% between 23-24 years. The academic year of the students 54% fourth year ,46% fifth year of dentistry (M = 4.6 SD = 0.502). The academic situation of students who failed a course during their career is 69% and those who did not fail 31% (M = 1.31 SD = 0.467). In addition, the results of the feedback preferences highlight the value that students place on feedback for their learning and future professional performance.
Descripción
Lugar de Publicación
Santiago, Chile
Sponsorship
Citación
Palabras clave
RELACIONES PROFESOR-ALUMNO, ESTUDIANTES UNIVERSITARIOS, ESTUDIANTES DE ODONTOLOGÍA -- FORMACIÓN PROFESIONAL, TESIS ODONTOLOGIA, TESIS DIGITAL
Licencia
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)