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Titulo Artículo:
Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral
Resumen:
"Introduction: The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. Objective: To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. Materials and methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (p<0.05). The internal consistency was assessed using Cronbach´s alpha coefficient. Results: There were 207 participants (men: 36%) that completed the questionnaire (age: 21.9 ± 1.49 years old). The overall DREEM score and the subscales were higher with the flipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p<0.01). There were high levels of reliability (Cronbach>0.90) for all measurements in both environments, and there was consistency across all cohorts. Conclusions: The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy."
Fecha de publicación:
2015.
Autores :
Neil Valentín Vega;
Erik Leonardo Espitia;
Álvaro Enrique Sanabria;
Claudia Corso;
Adriana Margarita Serna;
Camilo Osorio;
Luis Carlos Domínguez;
Autor corporativo:
Biomédica : revista del Instituto Nacional de Salud ,
Editores:
Medline-PubMed ;
Signatura Topográfica:
4
Idioma:
Español
Páginas:
513
ISBN:
2590-7379
Existencias:
521
Palabras claves:
Cirugía General
Aprendizaje
Clases
Educación Médica
Colombia
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral
Resumen:
"Introduction: The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. Objective: To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. Materials and methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (p<0.05). The internal consistency was assessed using Cronbach´s alpha coefficient. Results: There were 207 participants (men: 36%) that completed the questionnaire (age: 21.9 ± 1.49 years old). The overall DREEM score and the subscales were higher with the flipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p<0.01). There were high levels of reliability (Cronbach>0.90) for all measurements in both environments, and there was consistency across all cohorts. Conclusions: The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy."
Fecha de publicación:
2015.
Autores :
Neil Valentín Vega;
Erik Leonardo Espitia;
Álvaro Enrique Sanabria;
Claudia Corso;
Adriana Margarita Serna;
Camilo Osorio;
Luis Carlos Domínguez;
Autor corporativo:
Biomédica : revista del Instituto Nacional de Salud ,
Editores:
Medline-PubMed ;
Signatura Topográfica:
4
Idioma:
Español
Páginas:
513
Existencias:
521
Palabras claves:
Cirugía General
Aprendizaje
Clases
Educación Médica
Colombia
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral
Resumen:
"Introduction: The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. Objective: To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. Materials and methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (p<0.05). The internal consistency was assessed using Cronbach´s alpha coefficient. Results: There were 207 participants (men: 36%) that completed the questionnaire (age: 21.9 ± 1.49 years old). The overall DREEM score and the subscales were higher with the flipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p<0.01). There were high levels of reliability (Cronbach>0.90) for all measurements in both environments, and there was consistency across all cohorts. Conclusions: The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy."
Autores:
Neil Valentín Vega
,
Erik Leonardo Espitia
,
Álvaro Enrique Sanabria
,
Claudia Corso
,
Adriana Margarita Serna
,
Camilo Osorio
,
Luis Carlos Domínguez
,
.
Titulo Revista:
Biomédica : revista del Instituto Nacional de Salud ,
.
Numero:
4
Volumen:
35
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Español
Página Inicial:
513
Página Final:
521
ISBN:
2590-7379
Palabras claves:
Cirugía General
Aprendizaje
Clases
Educación Médica
Colombia
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Medline-PubMed :
Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral
Resumen:
"Introduction: The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. Objective: To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. Materials and methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (p<0.05). The internal consistency was assessed using Cronbach´s alpha coefficient. Results: There were 207 participants (men: 36%) that completed the questionnaire (age: 21.9 ± 1.49 years old). The overall DREEM score and the subscales were higher with the flipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p<0.01). There were high levels of reliability (Cronbach>0.90) for all measurements in both environments, and there was consistency across all cohorts. Conclusions: The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy."
Autores :
Neil Valentín Vega;
Erik Leonardo Espitia;
Álvaro Enrique Sanabria;
Claudia Corso;
Adriana Margarita Serna;
Camilo Osorio;
Luis Carlos Domínguez;
Autor corporativo:
Biomédica : revista del Instituto Nacional de Salud ,
Fecha de publicación:
2015.
Tipo :
Medline-PubMed .
Idioma:
Español
Palabras claves:
Cirugía General
Aprendizaje
Clases
Educación Médica
Colombia
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Medline-PubMed :
Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral
Resumen:
"Introduction: The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. Objective: To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. Materials and methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (p<0.05). The internal consistency was assessed using Cronbach´s alpha coefficient. Results: There were 207 participants (men: 36%) that completed the questionnaire (age: 21.9 ± 1.49 years old). The overall DREEM score and the subscales were higher with the flipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p<0.01). There were high levels of reliability (Cronbach>0.90) for all measurements in both environments, and there was consistency across all cohorts. Conclusions: The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy."
Autores :
Neil Valentín Vega;
Erik Leonardo Espitia;
Álvaro Enrique Sanabria;
Claudia Corso;
Adriana Margarita Serna;
Camilo Osorio;
Luis Carlos Domínguez;
Autor corporativo:
Biomédica : revista del Instituto Nacional de Salud ,
Fecha de publicación:
2015.
Paginas:
513.
ISBN:
2590-7379.
Idioma:
Español
Palabras claves:
Cirugía General
Aprendizaje
Clases
Educación Médica
Colombia
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral
Resumen:
"Introduction: The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. Objective: To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. Materials and methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (p<0.05). The internal consistency was assessed using Cronbach´s alpha coefficient. Results: There were 207 participants (men: 36%) that completed the questionnaire (age: 21.9 ± 1.49 years old). The overall DREEM score and the subscales were higher with the flipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p<0.01). There were high levels of reliability (Cronbach>0.90) for all measurements in both environments, and there was consistency across all cohorts. Conclusions: The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy."
Fecha de publicación:
2015.
Autor corporativo:
Biomédica : revista del Instituto Nacional de Salud ,
.
Idioma:
Español
Palabras claves:
Cirugía General
Aprendizaje
Clases
Educación Médica
Colombia
Público objetivo:
Decanatura
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME : Neil Valentín Vega; Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral(2015). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2181
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Neil Valentín Vega Erik Leonardo Espitia Álvaro Enrique Sanabria Claudia Corso Adriana Margarita Serna Camilo Osorio Luis Carlos Domínguez Neil Valentín Vega Erik Leonardo Espitia Álvaro Enrique Sanabria Claudia Corso Adriana Margarita Serna Camilo Osorio Luis Carlos Domínguez Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral. 2015; 35Ed. 513.
