Aplicación de la metodología de aprendizaje experiencial en Educación Superior.

An experiential learning methodology was used in the Psychology of Adulthood course, in the Psychology major of a Chilean university. The aim of this case study was for students to apply and put their knowledge into practice in a real, contextualized situation, and for this to impact on their in-depth learning. The implementation of this methodology was carried out by teachers and assistants during classes, tutoring and field trips, in which students had to execute a variety of activities and deliver a series of products. In general, positive results were observed regarding the students’ performance and the way in which they engaged with the context and their future role as psychologists. In conclusion, experiential learning is a valuable tool, which offers guidelines for its implementation in Higher Education and introduce students to their future professional roles.Se utilizó la metodología de aprendizaje experiencial en la asignatura de Psicología de la Adultez, de la carrera de psicología en una universidad chilena. El objetivo de este estudio de caso fue que los estudiantes pudieran aplicar y practicar sus conocimientos en una situación real y contextualizada, y que esto promoviera el logro de un aprendizaje profundo. La implementación se llevó a cabo por docentes y ayudantes en clases, ayudantías y actividades en terreno, en las que los estudiantes realizaron una variedad de actividades, entregando los productos correspondientes. La experiencia fue valorada por docentes y estudiantes, con efectos positivos en relación al desempeño de los estudiantes y a la forma en que se vincularon con el contexto y su futuro rol como psicólogos. Se concluye que el aprendizaje experiencial es una metodología de enseñanza valiosa, entregando directrices para incorporarla en el ámbito de la educación superior e introducir a los estudiantes a su rol profesional. 

Estimulação da memória e lembrança de informações em pessoas idosas por meio da Aprendizagem Baseada em Desafios (ABD) no Ensino Superior

University students seek to develop practical skills to prepare them for real-world challenges. These expectations confront traditional pedagogical approaches and drive the adoption of new approaches that are oriented toward addressing problems in today's society that require innovative solutions. In light of the above, university students were asked to implement an educational innovation aimed at designing solutions to stimulate memory and recall of information in older adults. This educational innovation applied the challenge-based learning methodology and a design thinking process. The participants were 20 students, 7 health professionals, and 14 older adults, and the instruments used were semi-structured interviews and an evaluation questionnaire of the educational innovation. The results showed that the students positively evaluated the educational innovation and the achievement of designing innovative products to improve memory and retrieval skills in older adults. In conclusion, the educational innovation was a successful proposal to encourage university students to engage in their learning, develop work-related skills, and raise awareness of the problems of old age.El estudiantado universitario aspira a desarrollar habilidades prácticas que lo preparen para enfrentar los desafíos del mundo real. Estas expectativas confrontan a los enfoques pedagógicos tradicionales, impulsando a adoptar nuevos enfoques orientados al abordaje de problemas de la sociedad actual que demandan soluciones innovadoras. Dado lo anterior, se propuso, al estudiantado universitario, implementar una innovación educativa que buscaba el diseño de soluciones para la estimulación de la memoria y el recuerdo de información en personas adultas mayores. Esta innovación educativa aplicó la metodología del aprendizaje basado en retos y el proceso de design thinking. Las personas participantes fueron 20 estudiantes; 7 personas profesionales de la salud y 14 personas adultas mayores. Además, los instrumentos utilizados fueron entrevistas semiestructuradas y un cuestionario de evaluación de la innovación educativa. Los resultados mostraron una valoración positiva de la innovación educativa por parte del estudiantado participante y el logro del diseño de productos innovadores para potenciar la capacidad de memorización y recuerdo en personas adultas mayores. Por lo que se concluye que la innovación educativa fue una propuesta exitosa para que el estudiantado universitario se comprometa con su aprendizaje, desarrolle competencias relevantes para el mundo laboral y se sensibilice frente a problemáticas de la etapa de vejez.Os estudantes universitários aspiram desenvolver habilidades práticas que os preparem para enfrentar os desafios do mundo real. Estas expectativas confrontam os enfoques pedagógicos tradicionais, incentivando a adoção de novos enfoques destinados a resolver problemas da sociedade atual que exigem soluções inovadoras. Diante do exposto, propôs-se aos estudantes universitários a implementação de uma inovação educativa que procurava projetar soluções para a estimulação da memória e a lembrança de informações em pessoas idosas. Esta inovação educativa aplicou a metodologia de aprendizagem baseada em desafios e o processo de design thinking. As pessoas participantes foram 20 estudantes; 7 profissionais de saúde e 14 pessoas idosas. Além disso, os instrumentos utilizados foram entrevistas semiestruturadas e um questionário de avaliação da inovação educativa. Os resultados mostraram uma avaliação positiva da inovação educativa por parte dos estudantes participantes e o escopo do design de produtos inovadores para melhorar a capacidade de memorizar e lembrar em pessoas idosas. Portanto, conclui-se que a inovação educativa foi uma proposta bem-sucedida para que os estudantes universitários se comprometam com a sua aprendizagem, desenvolvam competências relevantes para o mundo do trabalho e tomem consciência dos problemas da fase da velhice

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students.

IntroductionDue to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students.MethodQuantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020.ResultsA descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach's α and McDonald's ω coefficients were over 0.70.DiscussionThe results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching

Well-being variations on students of health sciences related to their learning opportunities, resources, and daily activities in an online and on-crisis context: a survey-based study

Abstract Background Universities’ training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities. Method We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling. Results Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit. Conclusion Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors