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      Motivación académica en estudiantes de medicina de una universidad privada de Lambayeque, Perú Translated title: Academic motivation in medical students from a private university in Lambayeque, Peru

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          Abstract

          Introducción. El presente trabajo muestra los resultados de la primera evaluación de la motivación académica en estudiantes universitarios de la Escuela de Medicina Humana de la Universidad Católica Santo Toribio de Mogrovejo durante el semestre académico 2020-II en el contexto de educación virtual. Sujetos y métodos. Describir el perfil de motivación académica durante la educación virtual. La muestra de estudio estuvo conformada por 141 estudiantes, a los cuales se les aplicó el bloque motivacional del instrumento ‘Cuestionario de motivación y estrategias de aprendizaje' en su versión uruguaya. Resultados. Los resultados muestran que el 66% de los participantes mostró un nivel de motivación académico alto, y un 34%, un nivel de motivación académico medio. Los componentes evaluados fueron: valor intrínseco, autoeficacia y ansiedad ante la prueba. Conclusiones. Respecto al componente valor intrínseco y autoeficacia, los que obtuvieron puntuaciones por encima de P50 muestran actitudes positivas para su desempeño académico; y respecto al componente ansiedad ante la prueba, los que obtuvieron puntuaciones por encima de P50 muestran actitudes que pueden afectar a su desempeño académico.

          Translated abstract

          Introduction. The present work shows the results of the first evaluation of the academic motivation in university students of School of Human Medicine of Santo Toribio de Mogrovejo Catholic University during the academic semester 2020-II in the context of virtual education. Subjects and methods. To describe the profile of academic motivation during virtual education. The study sample consisted of 141 students to whom the motivational block of the ‘Motivated strategies for learning questionnaire' instrument in its Uruguayan version was applied. Results. The results show that 66% of the participants showed a high level of academic motivation, and 34% a medium level of academic motivation. The components evaluated were: intrinsic value, self-efficacy and test anxiety. Conclusions. Regarding the intrinsic value and self-efficacy component, those who obtained scores above P50 show positive attitudes for their academic performance; regarding the test anxiety component, those who obtained scores above P50 show attitudes that can affect their academic performance.

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          Flipped classroom improves student learning in health professions education: a meta-analysis

          Background The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
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            Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study

            Background On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established “face-to-face” learning to online learning in the spring term 2020. The aim of this study was to assess the students’ and lecturers’ perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. Methods After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). Results 36.8% of students preferred “face-to-face” learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students’ and lecturers’ perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). Conclusions Within the limitation of this study, students’ and lecturers’ showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.
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              Impact of COVID-19 pandemic on dental education: online experience and practice expectations among dental students at the University of Jordan

              Background The quarantine associated with the COVID-19 pandemic forced dental schools to suspend their clinical training and to shift to distant learning methods. The aim of this study is to investigate the impact of quarantine on the self-perceived preparedness of dental graduates and to explore the efficacy of online education from students’ perspectives. Methods The questionnaire distributed to dental students comprised of two main sections. The first part covered the online education experience, and the second part measured the level of self-perceived preparedness for a range of cognitive, communication and professional skills. Results The survey yielded a response rate of 72%. The majority of students (77%) agreed that they missed educational experiences as a result of the lockdown. More than half of them felt less motivated to follow-up with distant e-learning and believed that online assessment is not a good method for evaluation. A high percentage of the students (66%) thought that online group discussions had a positive value while 67% preferred online lectures compared to theatre lectures. Majority of students particularly 5th year (78.7%) (p < 0.001) stated that the quarantine increased their collaboration with their colleagues. According to 87% of students, the experience most negatively affected was their clinical training. In general, students showed satisfactory self-perceived preparedness related to a range of attributes and professional skills. Conclusions The data showed that students partially appreciated the online system, whereas they did not consider it a substitute for face to face clinical practice. The overall self-perceived preparedness level was promising; however students had reservations regarding independent practice following graduation.
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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2023
                : 26
                : 1
                : 13-17
                Affiliations
                [2] Chiclayo orgnameUniversidad Católica Santo Toribio de Mogrovejo orgdiv1Departamento de Ciencias de la Salud Peru
                [1] Chiclayo orgnameUniversidad Católica Santo Toribio de Mogrovejo orgdiv1Escuela de Medicina Humana Peru
                Article
                S2014-98322023000100003 S2014-9832(23)02600100003
                10.33588/fem.261.1254
                094aa943-1e94-4f14-bc23-c54034659c71

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 07 October 2022
                : 30 January 2023
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 14, Pages: 5
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                SciELO Spain

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                Ansiedad,Universitarios,Motivación académica,Medicina,Educación virtual,Desempeño,Virtual education,University students,Performance,Medicine,Anxiety,Academic motivation

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