La creencia epistemológica constructivista sobre el conocimiento científico varía en función del año de formación en los estudiantes de Medicina pero no en los estudiantes de otras carreras de la salud
Date
2017
Type:
Article
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Abstract
Background: To optimize the teaching-learning process it is fundamental
to know the representations that students have regarding knowledge. Epistemological beliefs are implicit theories that guide the practical actions of people.
Aim: To characterize and compare epistemological beliefs regarding the nature
and acquisition of scientific knowledge of health career students. Material and
Methods: Between 2012 and 2013, 726 students coursing first, third or fifth year
from six health careers answered a validated questionnaire that includes closed
and open questions aimed to characterize their epistemological beliefs about
scientific knowledge. Results: Irrespective of the career, when students had to
select predefined answers, most of them appeared as constructivists (61%). On
the other hand, when they had to argue, the majority seemed objectivist (47%).
First-year medical students have the highest frequency of constructivist epistemological beliefs (56%). Paradoxically, the lowest percentage is found (34%)
in the fifth year. The students of the health careers, in particular those of Medicine, recognize that knowledge is not acquired immediately (83%) and that its
distribution is shared (92%). Conclusions: Discordance between selections and
arguments suggests that epistemological sophistication is achieved declaratively
but not practically. The lower proportion of students who presented constructivist
beliefs in the fifth year compared to first year of Medicine could be associated
with the pedagogical approaches used in the different cycles of the career.
Description
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Citation
Lazcano, Ximena, Villalón, Francisco, Vera, Soledad, & Conget, Paulette. (2017). La creencia epistemológica constructivista sobre el conocimiento científico varía en función del año de formación en los estudiantes de Medicina pero no en los estudiantes de otras carreras de la salud. Revista médica de Chile, 145(9), 1184-1192. https://dx.doi.org/10.4067/s0034-98872017000901184
Keywords
Health Education, Knowledge, Students, Medical