Aprendizaje autorregulado y evaluación formativa en estudiantes de segunda especialidad en salud familiar y comunitaria
Self-regulated learning and formative assessment in second specialty students in family and community healthBarra lateral del artículo
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Introducción: El aprendizaje autorregulado y la evaluación formativa son competencias esenciales en la formación de profesionales de la salud, pues permiten al estudiante desarrollar autonomía y habilidades metacognitivas para su desempeño clínico. Objetivo: Determinar la relación entre el aprendizaje autorregulado y la evaluación formativa en estudiantes de segunda especialidad en salud familiar y comunitaria. Metodología: Estudio cuantitativo, correlacional, diseño no experimental y transeccional. La población estuvo conformada por 150 estudiantes y la muestra por 80, mediante muestreo no probabilístico intencional. Se aplicaron dos cuestionarios validados: el Cuestionario de Aprendizaje Autorregulado y el Cuestionario de Evaluación Formativa. Resultados: El 80% de los estudiantes presentó nivel desfavorable en aprendizaje autorregulado y el 73,8% nivel inadecuado en evaluación formativa. Se encontró una correlación positiva alta entre ambas variables (Rho de Spearman = 0,683; p < 0,05). Conclusiones: Existe relación significativa entre el aprendizaje autorregulado y la evaluación formativa. Se requiere fortalecer la retroalimentación como estrategia para mejorar la autorregulación del aprendizaje en los estudiantes de segunda especialidad.
Introduction: Self-regulated learning and formative assessment are essential competencies in health professions education, as they enable students to develop autonomy and metacognitive skills for clinical performance. Objective: To determine the relationship between self-regulated learning and formative assessment in second-specialty students in family and community health. Methodology: Quantitative, correlational study with a non-experimental, cross-sectional design. The population consisted of 150 students and the sample of 80, selected through non-probabilistic intentional sampling. Two validated questionnaires were applied: the Self-Regulated Learning Questionnaire and the Formative Assessment Questionnaire. Results: 80% of students showed an unfavorable level of self-regulated learning and 73.8% an inadequate level of formative assessment. A high positive correlation was found between both variables (Spearman's Rho = 0.683; p < 0.05). Conclusions: There is a significant relationship between self-regulated learning and formative assessment. Feedback strategies need to be strengthened to improve self-regulated learning in second-specialty students.
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