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.
Ver términos de la licenciaEspinosa-vázquez, Olivia, et al. (2013). Forms of teaching and assessment used by teachers in dental sciences: results and psychopedagogical classification. Investigación en Educación Médica; Vol. 2 Núm. 8, 2013: Investigación en Educación Médica; 183-192. Recuperado de https://repositorio.unam.mx/contenidos/4118423
Autor(es)
Espinosa-vázquez, Olivia; Martínez-gonzález, Adrián; Díaz-barriga Arceo, Frida
Tipo
Artículo de Investigación
Área del conocimiento
Medicina y Ciencias de la Salud
Título
Forms of teaching and assessment used by teachers in dental sciences: results and psychopedagogical classification
Fecha
2013-01-01
Resumen
Introduction: We report a study of the way of teaching and assessment is performed by the professors at the School of Dentistry (Facultad de Odontología, FO), of the National Autonomous University of Mexico (UNAM). The curriculum of dental surgeon has been in use since 1992. The object of the study is to identify the main forms of teaching and assessments used by teachers at the School of Dentistry (FO), and classify them both psychologically and pedagogically. Method: An observational, cross-type exploratory survey with a Likert scale. Data were analyzed with SPSS (Cronbach’s Alpha=0.880) through descriptive statistics and an exploratory factor analysis. Results: From a sample of 484 teachers (45.6% female, 54.4% male), it was determined that the main ways of teaching were: teachers prepare questions on topics previously seen, and give a seminar on the day’s topic. Few give: dictation or have presentation by students. Regarding teaching strategies the most used are: demonstrations, illustrations and case analysis. The forms of assessment most often used are: class participation, multiple-choice tests and checklists; and in practice: multiple choice exams, number of assignments and checklists. Discussion: Among all forms of teaching and assessment that teachers use, some are more effective if they encourage problem solving, and promote a strong motivation in the student. Conclusions: Teachers use a few ways of teaching and evaluation with a different approach; prevailing teacher-centered teaching and excessive use of evaluation forms related to the cognitive area, fulfillment of treatments and theoretical knowledge of procedures. It is suggested to create awareness and enrich the regular educational practices with continuous training and updating regarding the evaluation forms grounded in knowledge construction and the development of skills and professional attitudes.
Idioma
spa
ISSN
ISSN electrónico: 2007-5057; ISSN impreso: 2007-865X
