Metodología cuantitativa
Bisquerra
6 características de la Investig experimental

1- Equivalencia esatdística de sujetos en  diversos grupos normalmente formados al azar:
 para que ninguna de las diferencias de lso resultados puedas er atribuible  a difrerencias iniciales entre  los grupos
2- Comparación de dos o más grupos o conjunto de condiciones: como mínimo para establecer comparaciones. Comparar  el efecto de una condición sobre un grupo con el efecto de la condicón sobre el otro grupo o comparar el efecto de condiciones diferentes en el mismo grupo.
3- Manipulación directa de una variable independiente 
la característica más distintiva del enfoque experimental. Quiere decir  que es el investigador quién decide sobre cada uno de los niveles que correponderá a cada sujeto. La  variable independiente  o causa se manipula en forma de distintos valores  o condiciones ( niveles) que el investigador asigna.
4- Medición de cada variable dependiente: se refiere a fenómenos que pueden ser consignados con valores numéricos, ya que si el resultado del estudio no puede ser medido ni cuantificado , la invetsigación no puede realizarse.

5- Uso de estadísticas inferenciales : se usa para tomar decisiones en términos de probabilidad, lo cual nos permite hacer generalizaciones  a partir  de muestras de sujetos.


6- Diseño que permita un control máximo de variables extrañas: para asegurarnos  que estas variables no influyen en la variable dependiente o si influyen, o si influyen lo hagan de mod homogéneo en todos los grupos.

Estas características  son habituales en investigación experiemntal en medicina , biología, pero en investigación pedagógica muy raramente se pueden seguir en su totalidad.

 Fases de un experimento

Experimento: situación simulada en la que se modifican volunariamnete las condiciones de una o de diversas situaciones precedentes- variable independiente- para comprobar como afecta esta variable independiente  otra situación consiguiente- variable dependiente-  que se observa sistemáticamente.

a) planteamiento de un  problema de conocimiento: el problema está relacionado con la variable dependiente
b) fomulación de hipótesis: anticipación de resultados. La  Hipótesis es la relación apriorística entre la variable independiete o causa  y la variable dependiente o efecto.
c) realización de un diseño adecuado a la hipótesis:  el diseño  de un experiemnto,  es su organización formal  e incluye subprocesos; ej definir las variables independientes con sus niveles correspondientes, la asignación de los sujetos alos grupos experimenatles, obsevación sistemática de resultados.
d) recogida y análisis de datos:  se puede usar diferentes instrumentos y técnicas, tests, instucciones escritas , aparatos.  Ver medición educativa Mateo 2004. plan de análisis de datos que se ha previsto antes. Pág 173 
e) elaboración de conclusiones: se especifica hasta que punto y con qué limitaciones queda confirmada la hipótesis y también el posible grado de genarlización que nos permite con arreglo al proceso que se ha seguido y con la muestra  con la que se ha trabajado.


Estudio de las variables
 concepto: abstracción formada

bibliografía 20 sept

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J Dent Educ. 2012 Sep;76(9):1206-17.

A model of psychosocial work environment, stress, and satisfaction among dental students in sweden.

Schéle IA, Hedman LR, Hammarström A.

Source

Department of Psychology, Umeå University, 901 87 Umeå, Sweden;. ingrid.schele@psy.umu.se.

Abstract

Dental students are often described as stressed. The stress has, among other things, been connected to stressors in their psychosocial environment and inconsistent feedback. The hypothesis of this study was that the psychosocial work environment in dental schools leads to stress and affects the satisfaction of dental students and that tolerance for ambiguity shields students from stress. A web-based survey was sent to the entire Swedish dental student population in clinical training (N=805); the response rate was 40 percent. Structural equation modeling used in the analyses contains four main constructs: psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction (χ(2)=267.437, d.f.=174, p<0.001, Normed χ(2)=1.537, RMSEA= 0.041, CFI=0.98). Psychosocial work environment influenced both perceived stress and satisfaction: it accounted for almost all of the explained variance in perceived stress for women, while about half of the variance for the men was explained by tolerance for ambiguity. This study concluded that about 40 percent of the total perceived stress of these female dental students was related to their psychosocial work environment. Tolerance for ambiguity shielded men but not women from stress. An improved psychosocial work environment in dental schools would decrease the stress of both male and female dental students.

PMID:

 

22942417

 

[PubMed - in process]

LinkOut - more resources

Serving the Public Good: Challenges of Dental Education in the Twenty-First Century

Elaine L. Davis, Ph.D.; Denice C.L. Stewart, D.D.S., M.H.S.A.; Marcio Guelmann, D.D.S.; Alvin G. Wee, B.D.S., M.S., M.P.H.; Josette L. Beach, R.D.H., M.S.; Karen M. Crews, D.M.D.; Richard S. Callan, D.M.D.

Abstract: The purpose of this study was to explore perceptions of the roles and responsibilities of dental education in serving the public good, and the extent to which they are being met, from the vantage point of leaders at the university and state level. Five questions were developed to gather views on dental education’s success in meeting the expectations and needs of the public. Fifty- one interviews were conducted with leaders at seven institutions and with public officials in six states. Overall, dental education was perceived as fulfilling its public purpose in promoting oral health, providing access to care, and conducting relevant research. However, significant areas for improvement were noted including better communication of accomplishments to key stakeholders, graduating a more socially aware, culturally sensitive, and community-oriented dental practitioner, and being a committed partner with other community leaders in improving access to care for all citizens. Current programs aimed at addressing these gaps

(e.g., Pipeline, Profession, and Practice program) are discussed. Dental education can address these perceptions only by produc- ing graduates who desire to fulfill their obligations to society and serve the public good.

Eur J Dent Educ 2005; 9: 131–136 All rights reserved european journal of

Dental Education

Teaching and learning in dental student clinical

practice

M. Fugill

Dental School, Wales College of Medicine, Biology, Life and Health Sciences, Cardiff University, Cardiff, Wales, UK

Profile and competences for the graduating European dentist – update 2009

J. Cowpe1, A. Plasschaert2, W. Harzer3, H. Vinkka-Puhakka4 and A. D. Walmsley5

1 University of Cardiff, Cardiff, UK, 2 Radboud University Medical Centre, Nijmegen, The Netherlands, 3 Technical University of Dresden, Germany, 4 University of Turku, Turku, Finland, 5 School of Dentistry, The University of Birmingham, Birmingham, B4 6NN, UK

Supplemental Content

Hola
He podido inscribirme -registarme en Diigo aunque no sé como subir información a él
he sguido buscando información sobre el tema de la tesis  desde los inicios de resgistro de información y hay del temas relacionados desde siempre. Lo Interesante es que se sigue manteniendo el problema de la relación docente estudiante.
este fin de semana subo más tareas
He recibido respuesta de Mar , ojalá que solucione lo de paper 2 -Diigo-

escribí en google  gestor bibliográfico mac paper2
 y apareció pipemcereceda!!!!!! como primera infromación
 que onda????
Preguntaré

Hola!!
 Por fin envié una tarea al foro del módulo
debo aprender del gestor bibliográfcio  paper2 wiki etc, pero ya empecé

 envié la indicación de 3 papers que encontré hoy, pero la verdad es que resgistré muchos más:

"students, dental"[MeSH Terms] OR ("students"[All Fields] AND "dental"[All Fields]) OR "dental students"[All Fields] OR ("dental"[All Fields] AND "students"[All Fields])) AND practice[All Fields] AND tutor[All Fields] AND s[All Fields] AND ("attitude"[MeSH Terms] OR "attitude"[All Fields] OR "attitudes"[All Fields]

 dental students

A model of psychosocial work environment, stress, and satisfaction among dental students in sweden.

Schéle IA, Hedman LR, Hammarström A.

J Dent Educ. 2012 Sep;76(9):1206-17.

PMID: 22942417 [PubMed - in process]

J Dent Educ. 2009 May;73(5):631-9.

Dental students' perceived sources of stress: a multi-country study.

Polychronopoulou A, Divaris K.

Source

Department of Preventive and Community Dentistry, School of Dentistry, University of Athens, P.O. Box 18018, Athens 11610, Greece. argy_poly@post.harvard.edu

Stress and burnout among Swiss dental residents.

Divaris K, Lai CS, Polychronopoulou A, Eliades T, Katsaros C.

Schweiz Monatsschr Zahnmed. 2012;122(7-8):610-5.

PMID: 22914975 [PubMed - in process] Free Article

tutor´s attitudes

Eur J Dent Educ. 2009 May;13(2):73-9.

A pilot study of the use and perceived utility of a scale to assess clinical dental teaching within a UK dental school restorative department.

Woolley S, Emanuel C, Koshy B.

Source

The Wales College of Medicine, Biology, Life and Health Sciences, Cardiff University, Heath Park, Cardiff, UK. woolleysm@cardiff.ac.uk

dental students perceptions clinical tutors

Perceptions of intimidation and bullying in dental schools: a multi-national study.

Rowland ML, Naidoo S, AbdulKadir R, Moraru R, Huang B, Pau A.

Int Dent J. 2010 Apr;60(2):106-12.

PMID: 20476716 [PubMed - indexed for MEDLINE]

Google académico

dental students perception of clinical tutors

Dental clinical teaching: perceptions of students and teachers

TM Gerzina, T McLean, J Fairley - Journal of dental …, 2005 - Am Dental Educ Assoc

... that this style of teaching was perceived as a valuable teaching style by both teachers and students. ...
This balance can represent a strong tension in the dental teaching clinic at times and is a likely
motivator in the progression of clinical skill acquisition by the student clinician. .

Students, tutors and relationships: the ingredients of a successful student support scheme

S Malik - Medical education, 2001 - Wiley Online Library

... Many thanks to all the tutors and students who took part in the study, and to John Dent (student
support coordinator ... through funding for a Higher Professional Training Fellowship awarded to
the author by the Scottish Council for Postgraduate Medical and Dental Education. ...

Teaching and learning in dental student clinical practice

M Fugill - European Journal of Dental Education, 2005 - Wiley Online Library

Assessing attitudes in dental education: Is it worthwhile?

G Brown, M Manogue, M Rohlin - British dental journal, 2002 - nature.com

“Being-in-role”: A teaching innovation to enhance empathic communication skills in medical students

BT Lim, H Moriarty, M Huthwaite - Medical Teacher, 2011 - informahealthcare.com

Exploring perceptions and attitudes of senior medical students and interns to academic integrity

MA Elzubeir, DEE Rizk - Medical education, 2003 - Wiley Online Librar

Evaluation of clinical instructors by third-year medical students

MB Donnelly, JO Woolliscroft - Academic Medicine, 1989 - journals.lww.com

y tengo más aún el el paper 2

Seguiré con las tareas mañana

Hoy me contactó el profesor Juan Gonzalez, respondiendo a mi correo
Seguiré buscando respuesta frente a tanta interrogantes y subiré los avances

Hola
 No he recibido respuesta de mis profesores respecto al tema !! de investigación