Comparación entre feedback oral y escrito en el rendimiento académico de estudiantes de segundo año de infectología oral de la Universidad San Sebastián 2021
Date
2022
Authors
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Publisher
Universidad Finis Terrae (Chile) Facultad de Medicina
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Abstract
El feedback es una parte esencial del proceso de aprendizaje, cuyo objetivo es
entregar información a los estudiantes que les permita identificar sus fortalezas y
debilidades a lo largo del proceso de aprendizaje. Existen siete principios de un
buen feedback donde se indica que éste debe ser oportuno, apropiado según el
nivel del estudiante, no crítico, estructurado, específico, detallado y que mantenga
la confianza y seguridad del estudiante. Los estudios especifican claramente los
objetivos propios para entregar un feedback efectivo, sin embargo, no se abarca la
forma apropiada de entregarlo. El siguiente estudio tiene como objetivo analizar el
efecto de la aplicación del feedback, tanto el de tipo escrito como oral, en el
rendimiento académico de los estudiantes de segundo año de infectología oral de
la Universidad San Sebastián. El estudio tiene un paradigma postpositivista con un
diseño experimental pre y post test, presenta un enfoque cuantitativo de alcance
correlacional y una temporalidad longitudinal prospectivo. La selección de la
muestra fue por conveniencia. La recolección de los datos fue a través de una pauta
de cotejo donde se observó el desempeño del estudiante en el procedimiento
enseñado y posterior a ello se volvió a aplicar la pauta de cotejo del mismo
procedimiento posterior a la entrega del feedback. Secundariamente, se
compararon los rendimientos académicos, en base a la calificación obtenida de la
pauta de cotejo, entre el grupo que recibió el feedback oral y el que recibió el escrito.
Los resultados indican que sí existen diferencias estadísticamente significativas,
pero de baja intensidad en los rendimientos académicos al aplicar un feedback de
tipo oral y un feedback de tipo escrito, resultando en un mejor rendimiento
académico el feedback de tipo oral.
Feedback is an essential part of the learning process, which aims at providing students with information that allows them to identify their strengths and weaknesses throughout the learning process. There are seven principles of good feedback indicating that it should be timely, appropriate to the student's level, non-judgmental, structured, specific, detailed, and maintain the student's confidence and security. The studies clearly specify one's goals for delivering effective feedback, however the correct way to deliver it is not covered. The following study aims to analyze the effect of the application of feedback, both written and oral, on the academic performance of second-year oral infectology students at San Sebastián University. The study has a post-positivist paradigm with a pre- and post-test experimental design, it presents a quantitative approach with a correlational scope and a prospective longitudinal temporality. The sample selection was for convenience. The data collection was through a checklist where the student's performance in the procedure taught was observed and after that, the checklist of the same procedure was applied again after the delivery of the feedback. Secondly, academic performance was compared, based on the grade obtained from the checklist, between the group that received oral feedback and the one that received written feedback. The results indicate that there are statistically significant differences, but of low intensity in academic performance when applying oral feedback and written feedback. Oral feedback results in better academic performance.
Feedback is an essential part of the learning process, which aims at providing students with information that allows them to identify their strengths and weaknesses throughout the learning process. There are seven principles of good feedback indicating that it should be timely, appropriate to the student's level, non-judgmental, structured, specific, detailed, and maintain the student's confidence and security. The studies clearly specify one's goals for delivering effective feedback, however the correct way to deliver it is not covered. The following study aims to analyze the effect of the application of feedback, both written and oral, on the academic performance of second-year oral infectology students at San Sebastián University. The study has a post-positivist paradigm with a pre- and post-test experimental design, it presents a quantitative approach with a correlational scope and a prospective longitudinal temporality. The sample selection was for convenience. The data collection was through a checklist where the student's performance in the procedure taught was observed and after that, the checklist of the same procedure was applied again after the delivery of the feedback. Secondly, academic performance was compared, based on the grade obtained from the checklist, between the group that received oral feedback and the one that received written feedback. The results indicate that there are statistically significant differences, but of low intensity in academic performance when applying oral feedback and written feedback. Oral feedback results in better academic performance.
Description
Tesina (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2022
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Santiago, Chile
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Citation
Keywords
METODOS DE ENSEÑANZA, RENDIMIENTO ACADEMICO, APRENDIZAJE, RELACIONES PROFESOR-ALUMNO, MAGISTER EN DOCENCIA UNIVERSITARIA EN CIENCIAS DE LA SALUD, TESIS DIGITAL
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)