Publication: Evaluación profesoral del proceso enseñanza-aprendizaje dela disciplina de Farmacología en una universidad angolana.
Authors
Bange Cassenda, Fernando ; Fernandes, Ana ; Chipago, Agostinho ; Lardoeyt Ferrer, Roberto
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.593371
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info:eu-repo/semantics/article
Description
Abstract
Antecedentes: La disciplina de Farmacología se imparte en el quinto y sexto semestre con una carga de 64 horas respectivamente en la carrera universitaria de licenciatura en ciencias farmacéuticas en el Instituto Superior Politécnico Jean Piaget de Benguela. Objetivo: caracterizar la percepción profesoral del proceso enseñanza-aprendizaje (PEA) de la disciplina de Farmacología. Métodos: Se realizó un estudio observacional descriptivo transversal en la que se aplicó uncuestionario, con cuatro dimensiones y 25 variables, al universo de profesores de las asignaturas deFarmacología y Farmacia Clínica. Resultados: Sobre la planificación y dirección del PEA de la Farmacología, a veces el programa y otros documentos oficiales permiten orientar al profesor(100%). Sobre la orientación didáctica del contenido, el 85,7% de los profesores emitieron un a respuesta desfavorable. En relación a la planificación y dirección de las actividades experimentales como parte de la resolución de un problema, el 71,4% de los docentes refirieron un estado de opinión desfavorable sobre la elaboración de las tareas docentes fomentando el uso de las TICs.Sobre el carácter profesional y científico metodológico del PEA, a veces se conciben diferentes formas de organización de la docencia (57,1%). Sobre el aprendizaje de los alumnos, el desarrollo delas habilidades de los estudiantes en lo que respecta al aprendizaje es regular (100%). Conclusiones: el desarrollo del PEA actual en la disciplina de Farmacología no garantiza la adquisición de conocimientos, habilidades y valores que posibilite el futuro desempeño profesional del egresado.
Background: The discipline of Pharmacology is taught in the fifth and sixth semesterswith a load of 64 hours respectively in the university degree program in pharmaceutical sciences atthe Jean Piaget Higher Polytechnic Institute of Benguela. Objective: to characterize the teachers'perception of the teachinglearning process (TLP) of the discipline of Pharmacology. Methods: Acrosssectional descriptive observational study was carried out in which a questionnaire with fourdimensions and 25 variables was applied to the universe of teachers of the subjects ofPharmacology and Clinical Pharmacy. Results: On the planning and direction of the TLP ofPharmacology; sometimes the program and other official documents allow the teacher to be guided(100%). About the didactic orientation of the content; 85.7% of teachers gave an unfavorableresponse. In relation to the planning and direction of experimental activities as part of theresolution of a problem; 71.4% of teachers reported an unfavorable state of opinion regarding thepreparation of teaching tasks promoting the use of ICTs. On the professional and scientificmethodological nature of the TLP; sometimes different forms of teaching organization areconceived (57.1%). About student learning; the development of students' skills in terms of learningis regular (100%). Conclusions: the development of the current TLP in the discipline ofPharmacology does not guarantee the acquisition of knowledge, skills and values, which enable thefuture professional performance of the graduate
Background: The discipline of Pharmacology is taught in the fifth and sixth semesterswith a load of 64 hours respectively in the university degree program in pharmaceutical sciences atthe Jean Piaget Higher Polytechnic Institute of Benguela. Objective: to characterize the teachers'perception of the teachinglearning process (TLP) of the discipline of Pharmacology. Methods: Acrosssectional descriptive observational study was carried out in which a questionnaire with fourdimensions and 25 variables was applied to the universe of teachers of the subjects ofPharmacology and Clinical Pharmacy. Results: On the planning and direction of the TLP ofPharmacology; sometimes the program and other official documents allow the teacher to be guided(100%). About the didactic orientation of the content; 85.7% of teachers gave an unfavorableresponse. In relation to the planning and direction of experimental activities as part of theresolution of a problem; 71.4% of teachers reported an unfavorable state of opinion regarding thepreparation of teaching tasks promoting the use of ICTs. On the professional and scientificmethodological nature of the TLP; sometimes different forms of teaching organization areconceived (57.1%). About student learning; the development of students' skills in terms of learningis regular (100%). Conclusions: the development of the current TLP in the discipline ofPharmacology does not guarantee the acquisition of knowledge, skills and values, which enable thefuture professional performance of the graduate
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Programa analítico , Farmacología , Proceso docente-educativo , Formación de pregrado , Proceso enseñanza-aprendizaje , Plan de estudios , República Popular de Angola , Teaching learning process , Pharmacology , Teaching educational process , Undergraduate training , Curriculum , Analytical program , People's Republic of Angola
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