ESTRATEGIA METODOLÓGICA ECOE: PERCEPCIÓN Y RESULTADOS EN ESTUDIANTES DE NUTRICIÓN EN UN MODELO EDUCATIVO COMPETENCIAL, UNIVERSIDAD CATÓLICA DE TEMUCO, CHILE
ESTRATEGIA METODOLÓGICA ECOE: PERCEPCIÓN Y RESULTADOS EN ESTUDIANTES DE NUTRICIÓN EN UN MODELO EDUCATIVO COMPETENCIAL, UNIVERSIDAD CATÓLICA DE TEMUCO, CHILE
Authors
Machuca Barría, Claudia
Cresp Barría, Mauricio
Riffo Olave, Fernada
Ojeda Nahuelcura, Rodrigo
Carter-Thullier, Bastián
Fernandes Filho, José
Cresp Barría, Mauricio
Riffo Olave, Fernada
Ojeda Nahuelcura, Rodrigo
Carter-Thullier, Bastián
Fernandes Filho, José
Authors
Date
Datos de publicación:
Keywords
Estudiantes - Percepción - Resultados - Evaluación
Collections
Abstract
En Chile la educación atraviesa momentos de cambio. Un sistema educativo con una formación por competencias, requiere la movilización de múltiples recursos y saberes. La Evaluación Clínica Objetiva Estructurada (prueba conocida como ECOE) sitúa en contexto realista al estudiante, mide sus habilidades cognitivas de orden superior y valida sus competencias. La tarea asignada involucra por parte del estudiante un desempeño, a través de la construcción del conocimiento profundo, lo que incrementa su autonomía y compromiso ante el proceso de enseñanza y aprendizaje. Cuando la participación en el proceso de aprendizaje es activa, el estudiante se siente auto-competente, confía en sus capacidades y tienen altas expectativas de autoeficacia, obteniendo resultados académicos esperados, que guardan relación con los recursos estratégicos implementados para su preparación. El objetivo de la investigación es conocer las percepciones de los estudiantes ante un ECOE. La muestra cumple con requisitos académicos para comenzar su internado profesional y corresponde a 33 estudiantes pertenecientes a quinto año de la carrera de Nutrición y Dietética (cohorte 2016, 2017). La investigación presenta características observacionales de corte transversal, con test de entrada y salida de tipo cuantitativo en el circuito ECOE, con estadista descriptiva porcentual. Los resultados de los test, dan cuenta de las percepciones negativas del alumnado en el test de salida, con desempeños inferiores a los identificados al inicio del circuito ECOE (test de entrada). Se concluye avanzar durante la formación de pre grado, en la implementación de estrategias metodológicas auténticas como los ECOE, que permitan disminuir los niveles de estrés que interfiere negativamente en el desempeño de los estudiantes, aumentando su autoeficacia y seguridad al estar sometidos a este tipo de evaluaciones, para finalmente ser una práctica habitual dentro de su formación académica.
In Chile, education goes through moments of change. An education system with training by competencies requires the mobilization of multiple resources and knowledge. The Structured Objective Clinical Evaluation (test known as ECOE) places the student in a realistic context, measures their cognitive abilities of a higher order and validates their competences. The assigned task involves a performance by the student, through the construction of deep knowledge, which increases their autonomy and commitment to the teaching and learning process. When the participation in the learning process is active, the students feels self-competent, confident in their abilities and have high expectations of self-efficacy, obtaining expected academic results, which are related to the strategic resources implemented for their preparation. The objective of the research is to know the perceptions of students before an ECOE. The sample meets the academic requirements to start their professional internship and corresponds to 33 students belonging to the fifth year of the Nutrition and Dietetics career (cohort 2016, 2017). The research presents cross-sectional observational characteristics, with quantitative input and output tests in the ECOE circuit, with a percentage descriptive statistic. The results of the tests show the negative perceptions of the students in the exit test, with performances lower than those identified at the beginning of the ECOE circuit (entrance test). It is concluded to advance during the undergraduate training, in the implementation of authentic methodological strategies such as the ECOE, that allow to reduce the levels of stress that negatively interfere in the performance of the students, increasing their self-efficacy and security to be subject to this type of evaluations, to finally be a habitual practice within their academic formation.
In Chile, education goes through moments of change. An education system with training by competencies requires the mobilization of multiple resources and knowledge. The Structured Objective Clinical Evaluation (test known as ECOE) places the student in a realistic context, measures their cognitive abilities of a higher order and validates their competences. The assigned task involves a performance by the student, through the construction of deep knowledge, which increases their autonomy and commitment to the teaching and learning process. When the participation in the learning process is active, the students feels self-competent, confident in their abilities and have high expectations of self-efficacy, obtaining expected academic results, which are related to the strategic resources implemented for their preparation. The objective of the research is to know the perceptions of students before an ECOE. The sample meets the academic requirements to start their professional internship and corresponds to 33 students belonging to the fifth year of the Nutrition and Dietetics career (cohort 2016, 2017). The research presents cross-sectional observational characteristics, with quantitative input and output tests in the ECOE circuit, with a percentage descriptive statistic. The results of the tests show the negative perceptions of the students in the exit test, with performances lower than those identified at the beginning of the ECOE circuit (entrance test). It is concluded to advance during the undergraduate training, in the implementation of authentic methodological strategies such as the ECOE, that allow to reduce the levels of stress that negatively interfere in the performance of the students, increasing their self-efficacy and security to be subject to this type of evaluations, to finally be a habitual practice within their academic formation.