Rodríguez SJ, Fajardo DG, Higuera RF, González MJF

Idioma: Español
Referencias bibliográficas: 37
Paginas: 102-107
Archivo PDF: 96.88 Kb.

RESUMEN

Las preferencias de aprendizaje de los estudiantes constituyen una vía potencial de mejorar el diseño curricular, así como los resultados del aprendizaje. Estas preferencias se refieren a las formas como desean recibir y transmitir información y se estudian mediante inventarios como el Cuestionario de Estilos de Aprendizaje, que evalúa las preferencias de aprendizaje y proporciona su perfil basado en las dimensiones activa/reflexiva, sensitiva/intuitiva, visual/verbal y secuencial/global. El estudio se realizó en colaboración entre el Hospital General Dr. Manuel Gea González y el Hospital General de México de la ciudad de México. La versión en español fue aplicada a 54 internos de pregrado, mostrando un predominio de los estilos: activo, sensitivo, visual y secuencial, lo cual está acorde con otros estudios internacionales, independientemente de las disciplinas en las cuales se ha estudiado. No se encontraron diferencias en cuanto a género. Las diferencias en los estilos de aprendizaje preferidos proporcionan un sustento adecuado para el diseño de las actividades de enseñanza aprendizaje. El apoyo que se brinde a los estudiantes para el desarrollo de las habilidades cognitivas basado en sus preferencias podrá optimizar la eficiencia y eficacia curricular.

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