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Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur

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Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur

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dc.contributor.author Gari Calzada, Mayra es_ES
dc.contributor.author Rivera Michelena, Natacha M. es_ES
dc.coverage.spatial east=22.937506; north=-30.559482; name=Sud-àfrica es_ES
dc.date.accessioned 2020-04-06T12:00:03Z
dc.date.available 2020-04-06T12:00:03Z
dc.date.issued 2013-08-30
dc.identifier.issn 1887-4592
dc.identifier.uri http://hdl.handle.net/10251/140309
dc.description.abstract [ES] La Escuela de Medicina de la Universidad Walter Sisulu tiene como objetivo la formación de médicos competentes capaces de servir a las comunidades rurales sudafricanas y también de mejorar la situación de salud en áreas históricamente empobrecidas. Su política de aceptación incluye a estudiantes provenientes de escuelas donde los recursos materiales para el proceso docente son escasos, lo cual fue un fuerte incentivo para compartir nuestras experiencias en el trabajo como tutores del ciclo básico de la carrera de Medicina, así como dar a conocer las habilidades que dichos estudiantes valoran más en sus tutores. Los pequeños grupos de discusión son las unidades de aprendizaje cooperativo donde se crea el ambiente educacional que impulsa a los integrantes del grupo a aprender. El problema reta al conocimiento individual porque genera la necesidad de mejorarlo; esta dimensión cognitiva del proceso ocurre en y como resultado de las interacciones grupales, las que aportan otra dimensión, la social, a esta estrategia de aprendizaje. El tutor, con sus acciones, debe estimular y cuidar que el entusiasmo detonado por el problema perdure como reto en la búsqueda de su solución, cuya calidad depende del esfuerzo y responsabilidad individual en esta construcción en colectivo. Los estudiantes consideraros importantes las habilidades que ellos periódicamente evalúan en sus tutores, siendo sus preferidas las que les facilitaba v el desarrollo de los procesos cognitivos y una correcta dirección y calidad (integración horizontal y vertical) en la construcción del aprendizaje. Las habiliadades referidas al componente colaborativo tuvieron menor prioridad es_ES
dc.description.abstract [EN] The School of Medicine of The University Walter Sisulu trains competent doctors to serve South Africa’s rural communities with a view to improving the health conditions in historically impoverished areas. The admissions policy caters for students from schools where teaching materials are scarce, which is a challenge for both, students and tutors. In this paper we share experiences tutoring basic sciences medical students as well as explore the skills that these students value more in their tutors. Small tutorial groups are cooperative learning units where an educational environment encouraging students to learn may be developed. The problem challenges individual knowledge because it generates the need to improve it; this cognitive dimension of the process occurs in and as a result of students’ interactions, which add a powerful social dimension to this learning approach. The tutor, with her/his actions, should ensure that the enthusiasm engendered by the problem is channeled into the search for its solution, the quality of which, depends on each individual’s effort and responsibility to achieve this collective goal. The students rated important the skills that they regularly assess in their tutors, their favorites being those that facilitate the development of cognitive strategies favoring the quality of learning (horizontal and vertical integration). Tutor’s skills regarding the collaborative component of the tutorial process were given less importance. es_ES
dc.language Español es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Tutoring es_ES
dc.subject Problem-solving es_ES
dc.subject Active learning es_ES
dc.subject Self-regulated learning es_ES
dc.subject Peer-teaching es_ES
dc.subject Group discussion es_ES
dc.subject Higher Education es_ES
dc.subject Tutoría es_ES
dc.subject Resolución de problemas es_ES
dc.subject Aprendizaje activo es_ES
dc.subject Aprendizaje auto regulado es_ES
dc.subject Enseñanza mutua es_ES
dc.subject Discusión en grupos es_ES
dc.subject Educación Superior es_ES
dc.title Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur es_ES
dc.title.alternative Tutor’s actions in a rural South-African University using problem based learning es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2013.5571
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Gari Calzada, M.; Rivera Michelena, NM. (2013). Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur. REDU. Revista de Docencia Universitaria. 11(2):153-171. https://doi.org/10.4995/redu.2013.5571 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2013.5571 es_ES
dc.description.upvformatpinicio 153 es_ES
dc.description.upvformatpfin 171 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 11 es_ES
dc.description.issue 2 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\5571 es_ES
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