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Educación Médica Superior

versión impresa ISSN 0864-2141

Resumen

ALTERIO ARIOLA, Gianfranco Humberto  y  RUIZ BOLIVAR, Carlos. Cognitive mediation, teaching strategies and thought processes of Medicine professor. Educ Med Super [online]. 2010, vol.24, n.1, pp.25-32. ISSN 0864-2141.

This study evaluated the metacognitive mediation effect on teaching strategies used by Professor of the Basic Area of Medicine Program of Decanato de Medicina, Universidad Centroccidental "Lisandro Alvarado". This positive research is based on Cognitive Learning Theory. It presents an interpretative complement to get an integral knowledge of the nature of studied facts. 23 professors participated on a 28 academic hours Metacognitive Mediation Program. It was taking information of thought process on teaching action and teaching strategies used. The effect of the intervention was evaluated during and at the end of its application. Techniques and instruments: discussion groups, participant observation, no participant observation, interviews, memory stimuli and four TP-TS questionnaire (Thought Process and Teaching Strategies). Feasibility r= 0.80-0.98). Descriptive statistics and content analysis were used. Results: at the beginning a thought style little self-regulated and the use of traditional teaching strategies prevailed. During and after mediation there was a conscious attitude shift when using these strategies to teach and to learn. Program validity was shown. Two models were derived when triangulating and theorizing: Professors Thought Styles and Pedagogical Integration of Thought Skills, Teaching Strategies and Contents. It is recommended intentional evaluation of academic performance as self-regulated strategy for a right interpretation of the instructional process.

Palabras clave : Metacognitive mediation; teaching strategy; professor thought process.

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