dor_id: 4155744

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

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270.#.#.d: MX

270.1.#.d: México

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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/1280/1479

100.1.#.a: Camberos-barraza, Josué; Camacho-zamora, Alejandro; Valdez-flores, Marco Antonio; Angulo-rojo, Carla Ernestina; Guadrón-llanos, Alma Marlene; Osuna-ramos, Juan Fidel; Rábago-monzón, Ángel Radamés; Picos-cárdenas, Verónica Judith; González-garcía, Luis Alberto; De La Herrán-arita, Alberto Kousuke

524.#.#.a: Camberos-barraza, Josué, et al. (2023). Oral presentation in class, teacher vs. student: effects on the retention of group knowledge. Investigación en Educación Médica; Vol. 12 Núm. 48, 2023: Investigación en Educación Médica; 80-96. Recuperado de https://repositorio.unam.mx/contenidos/4155744

245.1.0.a: Oral presentation in class, teacher vs. student: effects on the retention of group knowledge

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

561.1.#.a: Facultad de Medicina, UNAM

264.#.0.c: 2023

264.#.1.c: 2023-10-01

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/1280

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041.#.7.h: spa

520.3.#.a: Introduction: ;The oral presentation in class is a valuable tool for the individual student, which allows him to share knowledge and demonstrate understanding of a topic. The quality and effectiveness of the presentation can vary widely depending on various factors, such as experience and communication skills. On the other hand, the teacher has greater experience and knowledge in the subject they teach due to their academic training and practical experience, as well as a greater ability to explain and teach knowledge in an effective and structured way. These differences in the level of knowledge between teacher and student sometimes represent a problem regarding group learning on the subject that is being exposed. Objective: ;Characterize the differences between the oral presentations of teacher and student over group learning, with the purpose of identifying areas in which teaching methods can be improved. Methods: ;140 second-year students of the General Physician career participated, randomly assigned to two experimental conditions (teacher vs. group vs. student vs. group), which were subjected to learning and test tests. Subsequently, the cognitive load, performance and efficiency were measured. Results: ;Learning is superior when the teacher gives an oral presentation of a complex cognitive task if performance is measured in transfer problems. On the other hand, learning is better when the student gives the oral presentation if the performance is measured in retention problems. Conclusions: ;The oral presentation given by the teacher has a positive effect on deep group learning of complex cognitive tasks.

773.1.#.t: Investigación en Educación Médica; Vol. 12 Núm. 48 (2023): Investigación en Educación Médica; 80-96

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: 80-96

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

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

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Artículo

Oral presentation in class, teacher vs. student: effects on the retention of group knowledge

Camberos-barraza, Josué; Camacho-zamora, Alejandro; Valdez-flores, Marco Antonio; Angulo-rojo, Carla Ernestina; Guadrón-llanos, Alma Marlene; Osuna-ramos, Juan Fidel; Rábago-monzón, Ángel Radamés; Picos-cárdenas, Verónica Judith; González-garcía, Luis Alberto; De La Herrán-arita, Alberto Kousuke

Facultad de Medicina, UNAM, publicado en Investigación en Educación Médica, y cosechado de Revistas UNAM

Licencia de uso

Procedencia del contenido

Cita

Camberos-barraza, Josué, et al. (2023). Oral presentation in class, teacher vs. student: effects on the retention of group knowledge. Investigación en Educación Médica; Vol. 12 Núm. 48, 2023: Investigación en Educación Médica; 80-96. Recuperado de https://repositorio.unam.mx/contenidos/4155744

Descripción del recurso

Autor(es)
Camberos-barraza, Josué; Camacho-zamora, Alejandro; Valdez-flores, Marco Antonio; Angulo-rojo, Carla Ernestina; Guadrón-llanos, Alma Marlene; Osuna-ramos, Juan Fidel; Rábago-monzón, Ángel Radamés; Picos-cárdenas, Verónica Judith; González-garcía, Luis Alberto; De La Herrán-arita, Alberto Kousuke
Tipo
Artículo de Investigación
Área del conocimiento
Medicina y Ciencias de la Salud
Título
Oral presentation in class, teacher vs. student: effects on the retention of group knowledge
Fecha
2023-10-01
Resumen
Introduction: ;The oral presentation in class is a valuable tool for the individual student, which allows him to share knowledge and demonstrate understanding of a topic. The quality and effectiveness of the presentation can vary widely depending on various factors, such as experience and communication skills. On the other hand, the teacher has greater experience and knowledge in the subject they teach due to their academic training and practical experience, as well as a greater ability to explain and teach knowledge in an effective and structured way. These differences in the level of knowledge between teacher and student sometimes represent a problem regarding group learning on the subject that is being exposed. Objective: ;Characterize the differences between the oral presentations of teacher and student over group learning, with the purpose of identifying areas in which teaching methods can be improved. Methods: ;140 second-year students of the General Physician career participated, randomly assigned to two experimental conditions (teacher vs. group vs. student vs. group), which were subjected to learning and test tests. Subsequently, the cognitive load, performance and efficiency were measured. Results: ;Learning is superior when the teacher gives an oral presentation of a complex cognitive task if performance is measured in transfer problems. On the other hand, learning is better when the student gives the oral presentation if the performance is measured in retention problems. Conclusions: ;The oral presentation given by the teacher has a positive effect on deep group learning of complex cognitive tasks.
Idioma
spa
ISSN
ISSN electrónico: 2007-5057; ISSN impreso: 2007-865X

Enlaces