Percepción del aprendizaje, procedimientos de evaluación y uso de la tecnología power point en la formación universitaria de medicina

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3 Citations (Scopus)

Abstract

Purpose: Test whether how professors represent the learning process (understanding-oriented or recall-oriented) is connected to the evaluation procedures and to the use of teaching technology. Design/methodology: 63 students produced 315 records referred to the compulsory courses belonging to the second year of the Medicine grade. The hypothesis states that those courses that use a multiple choice evaluation procedure and verbose slides will be more recall-oriented than those using other evaluation procedures. Findings: Results show that courses that are more oriented to recall make a larger use of PowerPoint technology, predominating verbal slides, and students have a poorer academic achievement and a lower self-perception of learning. Limitations: Further studies should encompass a wider sample of courses, years and grades. Originality/value: Hitherto no study has considered simultaneously the incidence of learning self-perception, evaluation procedures and the use of PowerPoint technology.
Original languageEnglish
Pages (from-to)302-318
JournalIntangible Capital
Volume13
DOIs
Publication statusPublished - 1 Jan 2017

Keywords

  • Assessment procedures
  • Recall
  • Teaching technology
  • Understanding

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