Quality of the Classes of the Master of Teaching and Health Research, from the Perception of the Graduate Student Application of Neuroscientific Knowledge
DOI:
https://doi.org/10.61651/rped.2013v66n4p227-233Keywords:
Quality Improvement, NeurosciencesAbstract
Introduction: The research on the role of the brain in the educational process carried out in the last few decades have brought the neural basis of learning and other brain functions that are stimulated in the classroom.
Objective: Evaluate the quality of the education service in Postgraduate Unit Section Masters, San Marcos from the student's perspective after application of neuroscientific knowledge.
Methods:The study was cross-sectional, descriptive, quantitative design. The sample was composed of students of Master Student Health Teaching and Research. Faculty of Medicine Postgraduate Unit Section Masters, Major National University of San Marcos. Lima, Peru. The instrument used was the modified Servperf. The dimensions considered were classes, teachers, facilities, social, administrative, information, communication with the university, financial and institutional environment, estimating overall satisfaction and satisfaction average. The survey technique was applied face to face after receiving the service. The data were processed using SPSS software version 15 and determined proportions and means of satisfaction.
Results: Overall satisfaction for all dimensions of satisfaction was being the minimum level of dissatisfaction. Average satisfaction for all dimensions was satisfaction with the exception of the dimension of the learning environment that was of dissatisfaction. The attribute the teacher generates dialogues open to the pursuit of knowledge through learning an intervention giving the leading role was the highest priority.
Conclusions: The use of neuroscientific knowledge applied by teachers in the classroom improves the perception of the quality of educational services. The dimension that reached highest average satisfaction was teaching materials, followed by information received and integrated. The teacher generates dialogues open to the pursuit of knowledge through learning an intervention giving the leading role was the highest priority.
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