Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año

Carolina Alejandra Barrios-Penna, Pilar Alejandra Torres-Martínez, Marcelo Fernández-Sagredo, Víctor Patricio Díaz-Narváez, Margarita Ercilia Aravena Gaete, Juan Fonseca Molina

Resultado de la investigación: Article

Resumen

Objective: The aim of this study was to identify the variation of learning styles in dental students from the first to the fifth year at the Universidad San Sebastián, Concepción campus (Chile). Method: A descriptive and transversal study was conducted where The Honey-Alonso learning style questionnaire was given to 535 students. The average scores observed in each course underwent regression curve type studies and the standard deviation of each average over the fitted regression curve was estimated with its corresponding confidence interval and determination coefficient. Results: The active, reflective and pragmatic style presented a fluctuating development as the academic years progressed; with the exception of the theoretical style, which demonstrated a steady increase. All learning style scores increased in the fifth year. Conclusion: Upon reaching the higher levels, there is a development of all learning styles, which means that students adapt to learning through different strategies and have the capacity to adapt to different situations, which facilitate learning. However, we suggest that dentistry, as a clinical career, should promote the active and reflective styles, because they would be the most beneficial in helping students to develop the skills required to successfully face clinical experiences in their practice period, or within the clinical workforce.

Idioma originalSpanish
Páginas (desde-hasta)323-337
Número de páginas15
PublicaciónSalud Uninorte
Volumen34
N.º2
DOI
EstadoPublished - 1 may 2018

Huella dactilar

Dentistry
Learning
Students
Dental Students
Honey
Chile
Confidence Intervals

ASJC Scopus subject areas

  • Medicine(all)

Citar esto

Barrios-Penna, C. A., Torres-Martínez, P. A., Fernández-Sagredo, M., Díaz-Narváez, V. P., Aravena Gaete, M. E., & Molina, J. F. (2018). Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año. Salud Uninorte, 34(2), 323-337. https://doi.org/10.14482/sun.34.2.617.6
Barrios-Penna, Carolina Alejandra ; Torres-Martínez, Pilar Alejandra ; Fernández-Sagredo, Marcelo ; Díaz-Narváez, Víctor Patricio ; Aravena Gaete, Margarita Ercilia ; Molina, Juan Fonseca. / Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año. En: Salud Uninorte. 2018 ; Vol. 34, N.º 2. pp. 323-337.
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Barrios-Penna, CA, Torres-Martínez, PA, Fernández-Sagredo, M, Díaz-Narváez, VP, Aravena Gaete, ME & Molina, JF 2018, 'Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año', Salud Uninorte, vol. 34, n.º 2, pp. 323-337. https://doi.org/10.14482/sun.34.2.617.6

Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año. / Barrios-Penna, Carolina Alejandra; Torres-Martínez, Pilar Alejandra; Fernández-Sagredo, Marcelo; Díaz-Narváez, Víctor Patricio; Aravena Gaete, Margarita Ercilia; Molina, Juan Fonseca.

En: Salud Uninorte, Vol. 34, N.º 2, 01.05.2018, p. 323-337.

Resultado de la investigación: Article

TY - JOUR

T1 - Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año

AU - Barrios-Penna, Carolina Alejandra

AU - Torres-Martínez, Pilar Alejandra

AU - Fernández-Sagredo, Marcelo

AU - Díaz-Narváez, Víctor Patricio

AU - Aravena Gaete, Margarita Ercilia

AU - Molina, Juan Fonseca

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Objective: The aim of this study was to identify the variation of learning styles in dental students from the first to the fifth year at the Universidad San Sebastián, Concepción campus (Chile). Method: A descriptive and transversal study was conducted where The Honey-Alonso learning style questionnaire was given to 535 students. The average scores observed in each course underwent regression curve type studies and the standard deviation of each average over the fitted regression curve was estimated with its corresponding confidence interval and determination coefficient. Results: The active, reflective and pragmatic style presented a fluctuating development as the academic years progressed; with the exception of the theoretical style, which demonstrated a steady increase. All learning style scores increased in the fifth year. Conclusion: Upon reaching the higher levels, there is a development of all learning styles, which means that students adapt to learning through different strategies and have the capacity to adapt to different situations, which facilitate learning. However, we suggest that dentistry, as a clinical career, should promote the active and reflective styles, because they would be the most beneficial in helping students to develop the skills required to successfully face clinical experiences in their practice period, or within the clinical workforce.

AB - Objective: The aim of this study was to identify the variation of learning styles in dental students from the first to the fifth year at the Universidad San Sebastián, Concepción campus (Chile). Method: A descriptive and transversal study was conducted where The Honey-Alonso learning style questionnaire was given to 535 students. The average scores observed in each course underwent regression curve type studies and the standard deviation of each average over the fitted regression curve was estimated with its corresponding confidence interval and determination coefficient. Results: The active, reflective and pragmatic style presented a fluctuating development as the academic years progressed; with the exception of the theoretical style, which demonstrated a steady increase. All learning style scores increased in the fifth year. Conclusion: Upon reaching the higher levels, there is a development of all learning styles, which means that students adapt to learning through different strategies and have the capacity to adapt to different situations, which facilitate learning. However, we suggest that dentistry, as a clinical career, should promote the active and reflective styles, because they would be the most beneficial in helping students to develop the skills required to successfully face clinical experiences in their practice period, or within the clinical workforce.

KW - Active learning

KW - Chile

KW - Dentistry

KW - Teaching profession

KW - University students

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U2 - 10.14482/sun.34.2.617.6

DO - 10.14482/sun.34.2.617.6

M3 - Article

VL - 34

SP - 323

EP - 337

JO - Salud Uninorte

JF - Salud Uninorte

SN - 0120-5552

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Barrios-Penna CA, Torres-Martínez PA, Fernández-Sagredo M, Díaz-Narváez VP, Aravena Gaete ME, Molina JF. Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año. Salud Uninorte. 2018 may 1;34(2):323-337. https://doi.org/10.14482/sun.34.2.617.6