¿Qué conductas motivacionales impactan el éxito en un curso de anatomía fundamental para estudiantes de doctorado en fisioterapia?

Motivational behaviors in DPT students and academic success

Autores/as

DOI:

https://doi.org/10.31051/1852.8023.v13.n1.31861

Palabras clave:

autoeficacia; anatomía; educación en fisioterapia

Resumen

Objetivos: El comportamiento motivacional de autoeficacia para el aprendizaje y el desempeño se correlacionó con el éxito académico en estudiantes de Doctorado en Terapia Física (DPT) que tomaron anatomía clínica, el primer curso fundamental del programa. Se ha informado que las estrategias de motivación de los estudiantes son factores importantes en el éxito académico, sin embargo, estas estrategias no se han investigado en los estudiantes DPT. Por lo tanto, el propósito de este estudio fue determinar si la calificación del curso en anatomía clínica estaba correlacionada con las subescalas de motivación del Cuestionario de Estrategias Motivadas para el Aprendizaje (MSLQ). Materiales y métodos: El MSLQ se administró a treinta y tres estudiantes de DPT de primer año que dieron su consentimiento para participar en el estudio. Se determinó la correlación (orden cero de Pearson) entre las subescalas y la calificación final del curso en anatomía clínica. Resultados: La autoeficacia para el aprendizaje y el desempeño se correlacionó con la calificación del curso (r (31) = .44, p <.05), mientras que la orientación a la meta intrínseca y extrínseca, el valor de la tarea, el control de las creencias de aprendizaje y la ansiedad ante los exámenes fueron deficientes. correlacionado. Conclusiones: Los resultados del estudio actual, que indican que la autoeficacia para el aprendizaje y el desempeño se correlaciona con el éxito académico, podrían utilizarse en los programas de DPT para ampliar los procesos de admisión y ayudar en el desarrollo de estrategias curriculares y de enseñanza correctivas para apoyar a los estudiantes identificados. con poca autoeficacia para el aprendizaje y el desempeño.

Biografía del autor/a

Philip A. Fabrizio, Philadelphia College of Osteopathic Medicine

PHILIP A. FABRIZIO, P.T., D.P.T., Ed.D., is an associate professor in the Department of Physical Therapy at the Philadelphia College of Osteopathic Medicine Georgia in Suwanee, Georgia. He teaches clinical anatomy, neuroanatomy, exercise science, and teaching methodology to doctor of physical therapy students and his primary areas of research include anatomy and physical therapy education, biophysical aspects of therapeutic modalities and anatomical variations.

Anne M. R. Agur, Division of Anatomy, Department of Surgery, University of Toronto

ANNE M.R. AGUR, B.Sc. (O.T.), M.Sc., Ph.D., is a professor in the Department of Surgery, Division of Anatomy, Faculty of Medicine, University of Toronto in Toronto, Ontario, Canada. She teaches clinical anatomy, histology, neuroanatomy and embryology. She is the current co-editor of "Grant’s Atlas of Anatomy" and a co-author of "Essential Clinical Anatomy" and “Clinically Oriented Anatomy” and her primary areas of research are in medical education, musculoskeletal modeling, imaging, and non-opioid joint pain management.

Shannon L. Groff, University of St. Augustine for Health Sciences

SHANNON L. GROFF, Ph.D., is an interim program manager for the Department of Education and Human Services at Florida State College at Jacksonville, Jacksonville, Florida. She is a contributing faculty in the Department of Education at the University of St. Augustine for Health Sciences in St. Augustine, Florida. Her areas of research include using technology to enhance student learning, success, and retention, Community of Inquiry theoretical framework, engagement, and motivation in online learning environments.

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2021-03-21

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