Report Broken Links Here
home
contact
|
|
|
|
|
|
|
Report Broken Links Here |
home
contact
|
|
|
|
9th Annual Meeting
July 14-19,
2005
|
|||
Abstract Category: General |
Poster ID: G1 |
||||
|
COMPARISONS
AND DIFFERENCES IN THE RESULTS OF LASSI OF TWO PROGRAMS IN THE FACULTY OF
MEDICINE. Castañeda
A, Hernández-Quiróz P.M., Pinzón-Estrada E. and López-Cabrera M.*,
Unit
of educational programs for enforcement of the medical studies, Faculty of
Medicine, National Autonomous University of Mexico, 04510, Mexico City,
Mexico. The
Faculty of Medicine at the National Autonomous University of Mexico has
established two programs to strengthen its curriculum.
One of these is the Program of Attention to Regularized Students (PAAR);
its objective is to increase the terminal efficiency at the School by
means of evaluation and follow-up of students with poor academic
performance.
The second program, the High Academic Demand Program (NUCE), is
directed towards the creation of special working conditions that will
contribute to accomplish the highest quality of medical education by means
of the community’s commitment and effort.
The objective of this study was to compare PAAR and NUCE students
in the first and second year of medical school during the period
2004-2005, in order to identify the differences between them on the scales
of the Learning and Studies Strategies Inventory (LASSI), so as to guide
the institution’s efforts towards the main needs of students, with the
intention of increasing efficiency.
The LASSI consists on 77 statements graded on a 5 component Likert
scale, which are grouped into 10 different categories, as follows:
attitude, motivation, use of time, anxiety, concentration, information
processing, selection of main ideas, learning strategies, self regulation,
and exam preparation.
Each category is defined as strength if more than 75% of the
highest value is achieved, as regular if the percentage is between 55 and
75%, and as weakness if the value lies below 50%.
Poor academic performance is determined by failure to pass one of
the courses in the first year curriculum (Anatomy, Developmental Biology,
Cell and Tissue Biology, Biochemistry and Molecular Biology, Public
Health, and Medical Psychology).
The LASSI was applied to 381 PAAR students, 101 first year NUCE and
95 second NUCE students.
LASSI rates were analyzed using one way ANOVA with Bonferroni post
hoc.
The results show statistical differences (p
< 0.001) between NUCE students and PAAR students in all categories
of LASSI.
No differences were found between first and second year NUCE
students.
These results allow us to conclude that a) there are areas in which
PAAR students could benefit, and b) there is a need to evaluate the
benefits of expanding NUCE interventions to all students.
|
|||||
|
