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
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/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
001.#.#.#: 072.oai:ojs2.132.248.204.81:article/1280
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
handle: 79ebc6e9a638ca4a
harvesting_date: 2024-02-23 00:00:00.0
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file_creation_date: 2023-09-27 23:48:34.0
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