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Ver términos de la licenciaGómez López, Víctor Manuel, et al. (2019). The rubric as a learning strategy in research methodology in undergraduate medicine. Investigación en Educación Médica; Vol. 8 Núm. 29, 2019: Investigación en Educación Médica; 30-35. Recuperado de https://repositorio.unam.mx/contenidos/4118371
Autor(es)
Gómez López, Víctor Manuel; Rosales Gracia, Sandra; Robles Cerda, Antonio
Tipo
Artículo de Investigación
Área del conocimiento
Medicina y Ciencias de la Salud
Título
The rubric as a learning strategy in research methodology in undergraduate medicine
Fecha
2019-01-06
Resumen
Introduction: The rubrics, as formative assessment tools, are an excellent strategy to get students to achieve the learning objectives designed by the teacher, since it allows to identify the quality standards of the tasks or learning activities, which favors self-reflection About the achievement of meaningful learning. Objective: To compare the learning of students who use a rubric to do academic work as the approach of a problem in medical research, unlike students who do not use it. Method: A quasi-experimental, cross-sectional, comparative and prolective study was designed in which 87 students of the research methodology course of the medical degree of a private school in the south of Tamaulipas were included. ;Two groups were integrated: Group A (n:43) composed of the students of the teacher who used the rubric as a guide for learning and group B (n:44) whose students corresponded to the teacher who taught the course in a traditional way. Student t was used for independent groups, considering a value of P ≤ a 0.05 as statistically significant, using the SPSS version 22 package. Results: The mean score in group A was 68.6 vs 59.6 in group B, representing a mean difference of 8.9 and a p value of .033. Conclusion: The use of the rubric, in the teaching-learning process, promotes greater learning in the subject of research methodology.
Idioma
spa
ISSN
ISSN electrónico: 2007-5057; ISSN impreso: 2007-865X
