Satisfacción académica y prácticas pedagógicas percibidas por estudiantes de salud de Chile

Abstract

espanolIntroduccion. Las practicas pedagogicas siguen siendo un fenomeno poco investigado, pese a su relevancia para la cali- dad de la formacion universitaria. Objetivo. Analizar la relacion entre las practicas pedagogicas percibidas por estudiantes de programas de grado en salud de una universidad de Chile y su satisfaccion academica. Sujetos y metodos. Se encuesto a 649 estudiantes de la salud de una universidad chilena, quienes respondieron el cues- tionario de satisfaccion academica y el cuestionario de practicas pedagogicas percibidas por estudiantes, previo consenti- miento informado. Resultados. Los alumnos percibieron practicas pedagogicas mas tradicionales, planificadas y menos centradas en el estu- diante. Ademas, las practicas pedagogicas percibidas, junto con el nivel cursado, la titulacion, el sexo y la edad del alum- no, predicen un 37,19% de la satisfaccion academica. Conclusion. La satisfaccion academica varia segun la titulacion y los niveles formativos cursados por el alumno, se asocia a su sexo y es favorecido por practicas pedagogicas constructivistas. EnglishIntroduction. Teaching practices are still a little investigated phenomenon, despite its relevance for the quality of higher education. Aim. To analyze the relationship between teaching practices perceived by Chilean health degree students and their academic satisfaction. Subjects and methods. 649 health students from a university in Chile were surveyed. They answered the Academic Satisfaction Questionnaire and the Teaching Practices Perceived by Students Questionnaire, after an informed consent process. Results. Students perceived more traditional, more planned and less student-centered teaching practices. In addition, perceived teaching practices and student information, such as training moment, degree, sex and age predicted 37.19% of the academic satisfaction. Conclusion. Academic satisfaction varies according to degree and educational levels completed by the student. It is also associated to their sex and is enhanced by constructivist pedagogical practices.