dor_id: 4118556

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Investigación en Educación Médica", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Consejo Nacional de Ciencia y Tecnología (CONACyT); Periódica, Scientific Electronic Library Online (SciELO); Banco de Datos sobre Educación (Iresie); La Red de Revistas Científicas de América Latina y el Caribe, España y Portugal (RedALyC); Imbiomed

561.#.#.u: http://www.facmed.unam.mx/

650.#.4.x: Medicina y Ciencias de la Salud

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: http://riem.facmed.unam.mx/index.php/riem

351.#.#.b: Investigación en Educación Médica

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: http://riem.facmed.unam.mx/index.php/riem/article/view/424/391

100.1.#.a: Meraz-ríos, Beatriz; García-yáñez, María Yolanda; Candil-ruíz, Aurora; García- González, Rafael

524.#.#.a: Meraz-ríos, Beatriz, et al. (2013). Academic support: a resource for students who have remedial exam of microbiology and parasitology. Investigación en Educación Médica; Vol. 2 Núm. 7, 2013: Investigación en Educación Médica; 122-128. Recuperado de https://repositorio.unam.mx/contenidos/4118556

245.1.0.a: Academic support: a resource for students who have remedial exam of microbiology and parasitology

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Medicina, UNAM

264.#.0.c: 2013

264.#.1.c: 2019-08-23

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico revistainvestedu@gmail.com

884.#.#.k: http://riem.facmed.unam.mx/index.php/riem/article/view/424

001.#.#.#: 072.oai:ojs2.132.248.204.81:article/424

041.#.7.h: spa

520.3.#.a: Introduction: High failure and dropout rates, low academic achievement and terminal efficiency are amongst the main problems regarding bachelor-level students. Qualitatively, these problems manifest as a sense of unease, lack of self-confidence and frustration. Academic support is a pedagogic tool that enables a student to increase the durability of knowledge as well as a greater comprehension of academic content, it aids in the acquisition of skills, attitudes and values, develops self regulation and promotes lifelong learning abilities. Objective: Compare the academic performance in a remedial exam corresponding to the 2010-2011 school year of students who received mentoring prior to the exam to those who decided to refuse this aid.Method: Academic performance was evaluated through an exam administered by the Department to 86 registered students, of these, 40 participated in mentoring sessions. The grades were processed through the SPSS 15.0 program. Results: The 52.3% of the students passed the exam: 65% of the students who participated in mentoring sessions passed the exam; in comparison to 41.7% of the ones that refused mentoring. Through an ANOVA factor analysis (F=7.782: gl=1.86; p<0.01) it was found that the difference in academic performance is statistically significant. Discussion: An analysis of the distribution of the students´ grades shows that those who were mentored not only passed the exam, but also achieved better grades, thus increasing the quality of their performance. Even those students, who didn´t pass the exam but were mentored, achieved a greater number of correct answers. Finally, we can conclude that mentoring helped students pass the exam and improve the quality of their academic performance. ;

773.1.#.t: Investigación en Educación Médica; Vol. 2 Núm. 7 (2013): Investigación en Educación Médica; 122-128

773.1.#.o: http://riem.facmed.unam.mx/index.php/riem

022.#.#.a: ISSN electrónico: 2007-5057; ISSN impreso: 2007-865X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 122-128

264.#.1.b: Facultad de Medicina, UNAM

doi: https://doi.org/10.22201/fm.20075057e.2013.07.00003

harvesting_date: 2024-02-23 00:00:00.0

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file_creation_date: 2013-07-05 17:40:16.0

file_modification_date: 2013-07-31 17:20:43.0

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