Efecto de un curso-taller de formación docente sobre los referentes pedagógicos de profesores de Embriología

Abstract

IntroductionThe Faculty of Medicine of the Universidad Nacional Autónoma de México (UNAM) is currently working with the 2010 Curriculum for students admitted into the Bachelor of the Medicine program, which promotes the development of eight competencies in students. Indeed, educational systems depend on the quality and performance of their teachers, thus their training must be aimed at strengthening aspects that have an impact on the diversification of teaching strategies of pedagogical models. ObjectiveTo identify changes in the pedagogical models of teachers after attending the “Competency-Based Education Teacher Training Workshop Course”. MethodAn observational, descriptive, prospective and longitudinal study. The study population consisted of 24 teacher assistants who taught Human Embryology during the school year 2012-2013. The course was held for 30 hours. A questionnaire of pedagogical models comprised of 42 items with Likert scale and Cronbach’s alpha of 0.77 was applied before and after this course. The items were grouped into five strategies: learning, planning, methodology, assessment and teacher-student relationship. ResultsThe 17% and 10% of teachers who agreed with the traditional model on learning and planning strategies, respectively, showed a change towards alternative and educational technology models after attending the course. It should be noted that after the course, most of the teachers agreed with the traditional model in regards to the teacher-student relationship. ConclusionWe found that some teachers keep beliefs related to the traditional model in the methodology, assessing and teacher-student relationship before and after the workshop course.It is necessary that teaching training workshops include a wide variety of teaching strategies that consider the use of technology as a teaching tool, as well as different assessing processes/procedures that better fit the institutional educational context.