The motivation of learning in the Dentistry Studies: strategic guidelines
Keywords:
MOTIVATION, LEARNING, STRATEGIES, FACULTY, DENTAL.Abstract
Introduction: the problems of motivation challenge the professors to provide solutions in order to achieve values and outline a set of positive attitudes that favorably point at the training of a professional personality prescribed in the professional model.
Objective: to evaluate the motivation strategies used to establish the appropriate strategic orientations for dentistry professors at Dr. Ernesto Guevara de la Serna School of Medicine, Pinar del Rio.
Method: a qualitative study using Likert scale on learning motivation to 38 professors with more than 15 years in teaching activities. The alternatives were: the most positive (very much in agreement), in agreement, neither in agreement nor in disagreement, in disagreement and the lowest scales: (strongly disagree). The results were summarized by percentage relative frequencies.
Results: 100% of professors consider that intrinsic and extrinsic motivations are essential, professional functions and levels of professional performance are the basis of motivation, practices and education at work, the most motivating lessons; 95% disagreed with the influence of motivation in the reinforcement of knowledge and for independent study (65%).
Conclusions: the motivation of contents and methods of sciences are the bases of the functions and the levels of professional performance and competences of excellence. Motivation, whenever it reinforces learning induces independent study and demands relative or absolute need, gives pleasure and creates a bond of the individual with a sense of satisfaction.
Downloads
References
1. Pernas Gómez M, Taureaux Díaz N, Sierra Figueredo S, Diego Cobelo JM, Miralles Aguilera EA, Fernández Sacasas JA, et al. Principales retos para la implantación del plan de estudio D en la carrera de Medicina. Educ Med Super [Internet]. 2014 Jun [citado 2014 Oct 30]; 28(2): [Aprox. 11 p.]. Disponible en: http://scieloprueba.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412014000200013&lng=es
2. VicedoTomey AG. El debate académico en Educación Médica. ¿Qué tenemos, qué nos falta? Educ Med Super [Internet]. 2013 Dic [citado 2014 Mar 02]; 27(4): [Aprox. 8 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412013000400001&lng=es
3. Castro Ricalde D, Díaz Flores M. Formación de profesionales socialmente responsables en la Universidad Autónoma del Estado de México. Humanidades Médicas [Internet]. 2014 [citado 2017 Sep 4]; 14(1): [Aprox. 18 p.]. Disponible en: http://www.humanidadesmedicas.sld.cu/index.php/hm/article/view/375
4. Gámez Matos M, Garrido Hernández P. La formación de valores en el proceso de enseñanza-aprendizaje [consultado 2013 Nov 5]. Disponible en: http://www.eiefd.co.cu/revistaeiefd/_pages/10.pdf
5. Vicedo Tomey A. ¿Quién debe enseñar qué cosa en educación médica? El papel del profesor y el conocimiento pedagógico del contenido. Educación Médica Superior [Internet]. 2015 [citado 2015 Dic 29];29(3): [Aprox. 4 p.]. Disponible en: http://www.ems.sld.cu/index.php/ems/article/view/794/264
6. Linares Cordero M, Cruz Estupiñán D. Estrategia de superación pedagógica para docentes de la carrera de Medicina. Educ Med Super [Internet]. 2013 Dic [citado 2014 Oct 30]; 27(4): [Aprox. 15 p.]. Disponible en: http://scieloprueba.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412013000400003&lng=es
7. Piñeiro Barreiro M. Inteligencia y motivación como aspectos fundamentales en la formación de estudiantes en la carrera de Medicina. Educación Médica Superior [Internet]. 2014 [citado 2015 Dic 29];28(3): [Aprox. 8 p.]. Disponible en: http://www.ems.sld.cu/index.php/ems/article/view/186
8. Parada Contreras M, Pérez Villalobos CE. Relación del engagement académico con características académicas y socioafectivas en estudiantes de Odontología. Educ Med Super [Internet]. 2014 Jun [citado 2014 Oct 31]; 28(2): [Aprox. 16 p.]. Disponible en: http://scieloprueba.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412014000200003&lng=es
9. Prado Junco VL, Piñeiro Barreiro M, Romero Ortega V. Inteligencia y motivación como aspectos fundamentales en la formación de estudiantes en la carrera de Medicina. Educ Med Super. 2014;28(2): [Aprox. 16 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412014000300003
10. Vidal Ledo MJ, Martínez Hernández G, Nolla Cao N, Vialart Vidal MN. Entornos personales de aprendizaje. Educación Médica Superior [Internet]. 2015 [citado 2016 Abr 5];29(4): [Aprox. 21 p.]. Disponible en: http://www.ems.sld.cu/index.php/ems/article/view/726
11. Salas Perea RS, Díaz Hernández L, Pérez Hoz G. Identificación y diseño de las competencias laborales en el Sistema Nacional de Salud. Educ Med Super [Internet]. 2013 Mar [citado 2014 Ene 16]; 27(1): [Aprox. 20 p.] Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412013000100012&lng=es
12. Ribot Reyes V, Pérez Martínez M, Rousseaux Mola E, Vega González E. La comunicación en Pedagogía. Educación Médica Superior [Internet]. 2014 [citado 2015 Abr 24]; 28(2): [Aprox. 14 p.]. Disponible en: http://www.ems.sld.cu/index.php/ems/article/view/59
Published
How to Cite
Issue
Section
License
Authors who have publications with this journal agree to the following terms: Authors will retain their copyrights and grant the journal the right of first publication of their work, which will be publication of their work, which will be simultaneously subject to the Creative Commons Attribution License (CC-BY-NC 4.0) that allows third parties to share the work as long as its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g.: deposit it in an institutional telematic archive or publish it in a volume). Likewise, and according to the recommendations of the Medical Sciences Editorial (ECIMED), authors must declare in each article their contribution according to the CRediT taxonomy (contributor roles). This taxonomy includes 14 roles, which can be used to represent the tasks typically performed by contributors in scientific academic production. It should be consulted in monograph) whenever initial publication in this journal is indicated. Authors are allowed and encouraged to disseminate their work through the Internet (e.g., in institutional telematic archives or on their web page) before and during the submission process, which may produce interesting exchanges and increase citations of the published work. (See The effect of open access). https://casrai.org/credit/
