Resumen

ALBARRAN-TORRES, Felipe Antonio; DIAZ-LARENAS, Claudio Heraldo  y  IBARRA-PESO, Jacqueline Marlene. Affective response of medical university students towards the active methodologies. Rev Ciencias Médicas [online]. 2023, vol.27, n.4  Epub 01-Jul-2023. ISSN 1561-3194.

ABSTRACT Introduction: students positively valued the learning centered on active and situated methodology in their professional work, which allowed the development of competencies that provide the student with greater autonomy and self-direction for the achievement of significant learning that contribute to enhance their cognitive and attitudinal processes. Objective: to determine the affective response of medical students to the application of active methodologies such as PBL, PBL and CE for the achievement of learning. Methods: quasi-experimental longitudinal design with a control group and three experimental groups, conducted in 2019. Sample of 84 students from a Chilean university of Medicine. Active methodologies were applied to three experimental groups and traditional expository class to the control group. The Semantic Differential Scale (SDS) measured the affective reaction of the students in three phases (pre-test, post-test and delayed post-test). Results: the application of active methodologies (ABP, ABPO and EC) determined a positive affective response of the medical students. There were statistically significant differences (p<,05) between pre-test and post-test and between post-test and deferred post-test. Conclusions: the learners assigned a positive rating to the three active methodologies of ABP, ABPO and CE in terms of learning achievement. The ABP methodology was statistically significant (p<,05) in all dimensions of ESD. The student perceives a greater concern for their learning, and establishes a greater value commitment, which was strengthened over time.

Palabras clave : LEARNING; WORKPLACE; METHODOLOGIES; PROBLEM-BASED LEARNING..

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