Show simple item record

dc.contributor.authorCampos, Fernando
dc.contributor.authorSola, Miguel
dc.contributor.authorSantisteban Espejo, Antonio Leopoldo
dc.contributor.authorRuyffelaert, Ariane
dc.contributor.authorCampos Sánchez, Antonio
dc.contributor.authorGarzón Bello, Ingrid Johanna 
dc.contributor.authorCarriel Araya, Víctor 
dc.contributor.authorLuna Del Castillo, Juan De Dios 
dc.contributor.authorMartín Piedra, Miguel Ángel 
dc.contributor.authorAlaminos Mingorance, Miguel 
dc.date.accessioned2019-08-29T14:38:20Z
dc.date.available2019-08-29T14:38:20Z
dc.date.issued2018
dc.identifier.citationCampos, F. [et al.]. Conceptions of learning factors in postgraduate health sciences master students: a comparative study with nonhealth science students and between genders. BMC Medical Education (2018) 18:128. [https://doi.org/10.1186/s12909-018-1227-x].es_ES
dc.identifier.issn1472-6920
dc.identifier.urihttp://hdl.handle.net/10481/56657
dc.description.abstractBackground: The students’ conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs. Methods: A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students’ conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences. Results: The present study demonstrates that a set of factors may influence conception of learning of health sciences postgraduate students, with learning as gaining information, remembering, using, and understanding information, awareness of duty and social commitment being the most relevant. For these students, learning as a personal change, a process not bound by time or place or even as acquisition of professional competences, are less relevant. According to our results, this profile is not affected by gender differences. Conclusions: Our results show that the overall conceptions of learning differ among students of health sciences and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate programs. These finding are potentially useful to foster the learning process of HS students, because if they are metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate their learning behavior in a postgraduate master program in health sciences.es_ES
dc.description.sponsorshipSupported by CTS-115 (Tissue Engineering Group of the University of Granada). The funding body did not took part in the design of the study and collection, analysis and interpretation of data and in writing the manuscript.es_ES
dc.language.isoenges_ES
dc.publisherSpringer Naturees_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectConceptions of learninges_ES
dc.subjectPostgraduate master studentses_ES
dc.subjectHealth scienceses_ES
dc.titleConceptions of learning factors in postgraduate health sciences master students: a comparative study with nonhealth science students and between genderses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


Files in this item

[PDF]

This item appears in the following Collection(s)

Show simple item record

Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España