Factores asociados a la práctica reflexiva en estudiantes de pedagogía

This article describes how frequently the pedagogy students carry out reflective practices. It also analyze the factors that can explain the frequency. To do so, a quantitative perspective was used including a survey applied to sample of 650 students from 134 teacher training programs in Chile. The results indicate that the most important factors to explain the reflective practice are related to the supervisor. The factors related to the classmates and to the discussion on the teacher career have a lower contribution to the reflective practice. Este artículo describe la frecuencia con la cual estudiantes de pedagogía realizan prácticas reflexivas, y analiza factores que pueden explicar esta frecuencia. Para ello se empleó una perspectiva cuantitativa que incluyó una encuesta a una muestra de 650 estudiantes de 134 programas de formación de profesores en Chile. Los resultados muestran que los factores más importantes para explicar la práctica reflexiva se relacionan con el supervisor. Los factores relacionados con los compañeros de estudio y con la discusión sobre la profesión docente contribuyen menos a la práctica reflexiva

The interaction between modality and evaluation within the argumentative structure of different text classes

The purpose of this research work is to carry out a small-scale empirically based study of the interaction between modality and evaluation within argumentative discourse in different text types, namely newspaper editorials, film and book reviews, eulogies, and advertorials. This bipartite study requires that some relevant descriptive models of each of these components and structures should be examined in order that some of their major descriptive categories should constitute the foundational theoretical framework on which the empirical study should be based. A brief presentation of each of these fundamental notion is given below

Factores asociados a la práctica reflexiva en estudiantes de pedagogía

This article describes how frequently the pedagogy students carry out reflective practices. It also analyze the factors that can explain the frequency. To do so, a quantitative perspective was used including a survey applied to sample of 650 students from 134 teacher training programs in Chile. The results indicate that the most important factors to explain the reflective practice are related to the supervisor. The factors related to the classmates and to the discussion on the teacher career have a lower contribution to the reflective practice. Este artículo describe la frecuencia con la cual estudiantes de pedagogía realizan prácticas reflexivas, y analiza factores que pueden explicar esta frecuencia. Para ello se empleó una perspectiva cuantitativa que incluyó una encuesta a una muestra de 650 estudiantes de 134 programas de formación de profesores en Chile. Los resultados muestran que los factores más importantes para explicar la práctica reflexiva se relacionan con el supervisor. Los factores relacionados con los compañeros de estudio y con la discusión sobre la profesión docente contribuyen menos a la práctica reflexiva

Workshop for Basic Gynaecological Examinations: Improving Medical Student Learning through Clinical Simulation

Introduction: This study was designed to evaluate whether the Workshop on Basic Principles for Clinical Gynaecological Exploration, offered to medical students, improves theoretical–practical knowledge, safety, confidence, global satisfaction and the achievement of the proposed objectives in the area of gynaecological clinical examinations. Materials and Methods: This was a quasi-experimental pre–post-learning study carried out at the Gynaecology and Obstetrics department of Gregorio Marañón Hospital in Madrid (Spain). The volunteer participants were 4th-year students earning a degree in Medicine during the 2020–2021 and 2021–2022 academic years. The study period was divided into the following stages: pre-workshop, intra-workshop and 2 weeks post-workshop. In the pre-workshop stage, students completed a brief online course to prepare for the workshop. The effectiveness of the workshop was evaluated through multiple-choice tests and self-administered questionnaires to assess self-assurance, self-confidence, self-satisfaction and the achievement of the objectives. Results: Of the 277 students invited in both academic years, 256 attended the workshop (92.4%), with a total participation in the different stages of the study greater than 70%. A total of 82.5% of the students in the 2020–2021 academic year and 80.6% of students in the 2021–2022 academic year did not have any type of experience performing gynaecological clinical examinations. Between the pre-workshop and 2 weeks post-workshop stages, there was significant improvement in theoretical–practical knowledge (improvement mean = 1.38 and 1.21 in 2020–2021 and 2021–2022 academic years, respectively). The security and confidence of the students prior to the workshop were low (average scores less than 5 points) in both academic years. However, post-workshop scores for satisfaction and the achievement of objectives were high in the two academic years; all the values approached or exceeded 8 points. Conclusions: Our students, after outstanding participation, evaluated the BPCGE, and improved their theoretical and practical knowledge, as well as their skills in a gynaecological clinical examination. Moreover, in their view, after the workshop, they felt very satisfied, far outreaching the proposed aims. In addition, excellent results were maintained over time, year after year