Inquiry into reading rates of academic papers in teachers of Maternal-Infant Cycle
conocimiento de documentos universitarios
Abstract
Background: Learning processes are improved when the aims of the Institution and the objectives of curriculum are clear, which determine the evaluation and teaching methods. Some discordances can be seen in the School of Medicine (Universidad de la República, Montevideo, Uruguay) between the profile of degrees and the characteristics of medical education.
Objective: To describe how much teachers of the Maternal-infant Cycle (School of Medicine) know about University aims, degree profile and learning objectives of the Maternal-Infant cycle.
Methods: An inquiry of 8 open questions was designed and addressed to Grade II, III and IV Lecturers of the Maternal-Infant Cycle with at least one year of teaching.
Results: Inquired teachers were 93, 88 (95%) were interviewed. The mean age of teaching was 5 (1-30 years). Findings were as follow: University aims: 31/88 (35%); 3 characteristics of degree profile: 13/88 (15%); 3(out of 12) objectives of the cycle: 21/88 (24%), 41/88 (47%) said they used the objectives when teaching .
Conclusions: The lack of knowledge on basic institutional documentation may have repercussions on Medical Doctors due to discordance between explicit institutional aims and the selection of curriculum and methodologies.
Recommendations: To diffuse documentation and promote discussion among students and teachers and to design monitoring politics on professional profile and learning/teaching process.
References
2) Lafourcade P. Planeamiento, conducción y evaluación en la enseñanza superior. El Planeamiento a nivel del curso. Buenos Aires: Kaperlusz, 1974: 23-66.
3) Jorba J, Casellas E. La regulación y la autorregulación de los aprendizajes. La comunicación de los objetivos y la representación que de ellos se hacen los alumnos, Madrid: Síntesis, 1997: 229 p, v. 1.
4) Branda L. Guía para la preparación de objetivos de aprendizaje. Canadá: McMaster University, 2000. Obtenido de: www.fv.ulpgc.es/ficheros/guiapreparacionobjetivos.pdf (consultado en: 20/1/06)
5) Universidad de la República (Uruguay). Consejo de Facultad de Medicina. Informe de Autoevaluación Institucional. Montevideo, FM, 2004.
6) Zabalza M. Competencias docentes del profesorado universitario. Currículo formativo en la Universidad, Madrid: Nancea, 2003: 25-62, v.1.
7) Zabalza M. La enseñanza universitaria. El escenario y sus protagonistas. El profesorado Universitario. Madrid: Narcea, 2003: 229 p, v.2.
8) Longworth N. El aprendizaje a lo largo de la vida: aprendizaje para siempre. Barcelona: Paidós Ibérica, 2003: 122-42.
9) Sanjurjo L, Vera MT. Aprendizaje significativo y enseñanza en los niveles medio y superior. La evaluación y la acreditación en el proceso de aprendizaje. Rosario: Homo Sapiens, 1994: 123-50.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
