Diferencias en los perfiles de pensamiento crítico en estudiantes de un programa de medicina.

Portilla-Maya, Sonia Rocio de la; Lubert, Carmen Dussán; Landínez-Martínez, Daniel Alfredo; Londoño, Diana Marcela Montoya

doi:10.17151/rlee.2019.15.2.3

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…Así mismo, en el estudio llevado a cabo con estudiantes de Medicina de una universidad de Manizales, Colombia, cuyo objetivo fue establecer diferencias en el perfil de pensamiento crítico en estudiantes de primer y quinto año de la carrera, se encontró que el desempeño general de los estudiantes se ubicó́ en un nivel moderado para el caso de ambos grupos evaluados, evidenciando la capacidad de los estudiantes para la toma de decisiones reflexivas, basadas en análisis, inferencia, inducción y deducción (De la Portilla-Maya et al, 2019). Mientras que otras investigaciones también demostraron que cuando se optimizan los aspectos como el pensamiento crítico y la metacognición se puede aumentar o mejorar el rendimiento de la cognición objetivo, incluyendo el aprendizaje de los estudiantes (Azevedo & Cromley, 2004;Serra & Metcalfe, 2009, Winne, 1995.…”

Section: Introductionunclassified

Pensamiento crítico y conciencia metacognitiva en una muestra de estudiantes de Medicina

Maya

Dussán²,

Martínez³

et al. 2022

latinoamericana

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Objetivo: el presente estudio tuvo como objetivo describir y correlacionar las habilidades de pensamiento crítico y conciencia metacognitiva en una muestra de estudiantes de un programa de Medicina de la ciudad de Manizales, durante el segundo semestre del 2019. Método: estudio descriptivo-correlacional de corte transversal en el que se trabajó con una muestra de 42 estudiantes del programa de Medicina de la Universidad de Manizales matriculados en el segundo semestre de 2019 (22 de primer semestre y 20 de último semestre), quienes de manera voluntaria participaron de la investigación. Los instrumentos empleados en el estudio fueron el California Critical Thinking Skills Test (CCTST-N) y el Metacognitive Awareness Inventory (MAI) en sus versiones de habla hispana. Resultados: en relación con la conciencia metacognitiva se evidenciaron las mayores medias en el conocimiento condicional y la depuración, pero el desempeño más bajo se obtuvo a nivel de la habilidad de planificación. Para la evaluación del pensamiento crítico, los promedios más altos se presentaron en los procesos de inducción e inferencia y los más bajos en las medidas de aritmética, evaluación y explicación. Todas las correlaciones existentes entre las categorías de conciencia metacognitiva, pensamiento crítico y el cruce entre los dos temas, fueron positivas. Conclusiones: Se evidenció correlación entre el pensamiento crítico y la conciencia metacognitiva, así mismo, fue evidente la necesidad de fortalecer algunas de estas habilidades de pensamiento en los estudiantes de medicina, en especial, en relación con la planificación, la evaluación, la explicación y la aritmética.

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Section: Introductionunclassified

Pensamiento crítico y conciencia metacognitiva en una muestra de estudiantes de Medicina

Maya

Dussán²,

Martínez³

et al. 2022

latinoamericana

Self Cite

View full text Add to dashboard Cite

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“…The link found between digital competencies and critical thinking in the articles reviewed shows that there are three main characteristic elements: They improve people's learning, they can better develop their tasks and they can problematize different situations from critical thinking. Regarding the first one, the linking of these competencies is of utmost importance, because thanks to the use of the dimensions of critical thinking and technological tools it is possible to achieve that students enhance their knowledge (Bernate et al, 2021;Mshayisa & Basitere, 2021), in addition, considering critical thinking as the axis of the development of thinking it can be achieved that the formative processes of students improve their structures of formal thinking (De la Portilla Maya et al, 2019). As for the second, students improve the development of their academic tasks, since the competencies studied provide them with the necessary technological tools for better time management (Jamila, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…When addressing the first dimension in the use of technologies, it is observed that there is a particular level of reflection on the part of the students (De la Portilla Maya et al, 2019). There is the ability to choose the tools they need to generate their learning.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Digital Competencies and Critical Thinking: A Review of the Scientific Literature from 2015 to 2022

Bolo-Romero,

Gutiérrez-Velasco,

Córdova-Berona

et al. 2023

Acad. J. Interdiscip. Stud.

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The objective of this research was to develop a systematic review of the scientific literature between 2015 and 2022 on the relationship between digital competencies and critical thinking. In the methodological aspect, the PRISMA methodology was taken as a starting point, having chosen the Scielo, Scopus, Ebsco, and Eric databases, in English and Spanish. Neither language nor place was considered an element of exclusion. As for the results: out of 30 sources, 13 correspond to Spain with 8 publications, the rest to different countries; 18 in Spanish and 12 in English; the greatest number of publications have been in 2021 with 11; a third part has been published in SciELO; the predominant methodological approach is quantitative; 60% have an indirect relationship between the two categories; and in terms of linkage, 56% contribute to improving learning. In the discussion and conclusions: it is in Spain that there is the greatest concern for publications of this type, so most are in Spanish; it is inferred that the highest peak is 2021 due to the pandemic; the majority quantitative approach is due to the preference for quantifiable statistical data especially for the digital competencies category; the indirect relationship between the two categories is because both have different methodologies; and finally the ability for digital competencies significantly improve learning and contribute to providing solutions to different learning situations. Received: 20 February 2023 / Accepted: 25 June 2023 / Published: 5 July 2023

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Organization of project activities at the university in the system of scientific reflection

Shchuplenkov,

Shchuplenkov

2024

Vestnik of Minin University

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Introduction. The relevance of the study of project activities in higher education is related to the role that this form of educational activity plays at the present stage of education development. Interdisciplinary studies emerging at the intersection of sociology, political science, anthropology, philosophy and economics are promising. This article raises the problem of the contribution of the experience, reflections and mediation of a teacher of a pedagogical university to the project method, on the one hand, and the requirements that apply to the competence of student researchers– on the other. The concept of autonomy of student research activity is proposed as a key idea for the transformation of the directions of the modern Russian educational space.Materials and methods. The materials are based on a study conducted by teachers and students of the Stavropol Pedagogical Institute, a branch in the city of Yessentuki in the period from 2015 to 2022 as part of a research project designed at the same institute. Seven research projects were completed: four with certified teachers, three with students who received a history teacher's diploma, and twenty introductory pedagogical projects. In the process of working on projects, coordination activities were regularly carried out aimed at analyzing the work already done and planning the next stages. The frequency of variables in the method was tested with the participation of teachers, young researchers and students enrolled in historical and social studies programs of the Stavropol State Pedagogical Institute, a branch in the city of Yessentuki.Results. The conducted research made it possible to identify the key positions of the researcher in decision-making, to identify the main starting points of the scientific hypothesis in the process of forming goals and objectives, to describe a set of methodological developments and ideas in the implementation of project activities within the framework of a pedagogical university, the problems of human inclusion in the collective social consciousness in the space of a modern city.Discussion and conclusions. It was concluded that experience contributes to reflection, and reflection contributes to building knowledge and changing paradigms.

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Diferencias en los perfiles de pensamiento crítico en estudiantes de un programa de medicina.

Cited by 3 publications

References 17 publications

Pensamiento crítico y conciencia metacognitiva en una muestra de estudiantes de Medicina

Pensamiento crítico y conciencia metacognitiva en una muestra de estudiantes de Medicina

Relationship Between Digital Competencies and Critical Thinking: A Review of the Scientific Literature from 2015 to 2022

Organization of project activities at the university in the system of scientific reflection

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