¿Influyen las características psicológicas y los estilos de aprendizaje en el rendimiento académico de los estudiantes de medicina? Un estudio retrospectivo

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dc.contributor.authorBitrán Carreño, Marcela
dc.contributor.authorLafuente Gil, María Montserrat
dc.contributor.authorZúñiga P., Denisse
dc.contributor.authorViviani García, Paola
dc.contributor.authorMena Concha, Beltrán
dc.date.accessioned2023-06-30T20:48:43Z
dc.date.available2023-06-30T20:48:43Z
dc.date.issued2004
dc.description.abstractBackground: The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills. Aim: To assess whether the psychological features and learning styles of medical students are associated with their academic performance. Subjects and Methods: The psychological preferences and learning styles of 66 students of the 2001-graduating cohort were determined with the Myers Briggs Type Inventory (MBTI) and the Kolb Learning Style Inventory (LSI), respectively. The academic performance was assessed by the Calificación Médica Nacional (CMN), Chile and by the marks obtained during the Basic (1st to 3th), Preclinical (4th y 5th) and Clinical (6th y 7th) years of undergraduate training. Results: The psychological features, together with the sex of students were found to be associated with the performance in the Preclinical and Clinical years, and to the CMN. In men, the interest and ability to communicate with people and the concern for harmony, and in women the tendency to function in a systematic and orderly way are the features associated to high academic performance. No associations were found between learning styles and academic performance. Conclusions: The finding that the psychological preferences of medical students are relevant to their academic performance opens a new perspective to analyze the medical education and to design programs aimed at improving learning (Rev Méd Chile 2004; 132: 1127-36).
dc.fechaingreso.objetodigital2023-06-29
dc.format.extent10 páginas
dc.fuente.origenORCID
dc.identifier.doi10.4067/s0034-98872004000900015
dc.identifier.issn0034-9887
dc.identifier.urihttp://dx.doi.org/10.4067/S0034-98872004000900015
dc.identifier.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-12444302177&partnerID=MN8TOARS
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/74050
dc.information.autorucEscuela de Medicina ; Bitrán Carreño, Marcela ; 0000-0001-7647-2109 ; 450
dc.information.autorucEscuela de Medicina ; Lafuente Gil, María Montserrat ; 0000-0003-2369-9267 ; 1000312
dc.information.autorucEscuela de Medicina ; Viviani García, Paola ; 0000-0003-2886-5228 ; 729
dc.information.autorucEscuela de Medicina ; Mena Concha, Beltrán ; S/I ; 69067
dc.issue.numero9
dc.language.isoes
dc.nota.accesoContenido completo
dc.pagina.final1136
dc.pagina.inicio1127
dc.revistaRevista médica de Chile
dc.rightsacceso abierto
dc.subjectEducation
dc.subjectmedical
dc.subjectLearning
dc.subjectStudents
dc.title¿Influyen las características psicológicas y los estilos de aprendizaje en el rendimiento académico de los estudiantes de medicina? Un estudio retrospectivo
dc.title.alternativeThe influence of phychological features and learning styles on the academic performance of medical students
dc.typeartículo
dc.volumen132
sipa.codpersvinculados450
sipa.codpersvinculados1000312
sipa.codpersvinculados729
sipa.codpersvinculados69067
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