Examinando por Autor "McColl C., Peter"

Mostrando 1 - 4 de 4
  • Miniatura
    Ítem
    Academic achievement, engagement and burnout among first year medical students
    (Sociedad Medica de Santiago, 2015-07) Gómez H, Paula; Pérez V., Cristhian; Parra P., Paula; Ortiz M., Liliana; Matus B., Olga; McColl C., Peter; Torres A., Graciela; Meyer K., Andrea
    Background: Stress may affect the sense of wellbeing and academic achievement of university students. Aim: To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. Material and Methods: The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Results: Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Conclusions: Academic achievement is associated with the level of engagement with studies but not with burnout. © 2015, Sociedad Medica de Santiago. All rights reserved.
  • Miniatura
    Ítem
    Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
    (2015-10-09) Ortega B., Javiera; Pérez V., Cristhian; Ortiz M., Liliana; Fasce H., Eduardo; McColl C., Peter; Torres A., Graciela; Wright, Ana; Márquez, Carolina; Parra P., Paula
    Background: The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students’ social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic life. Aim: To describe the changes in the perception about academic environment that medical students experience during the first three years of undergraduate career. Material and Methods: The Dundee Ready Education Environment Measure (DREEM) scale was applied to 525 first to third year medical students and an exploratory factorial analysis was made. Results: Four factors were identified: Academic Perception: academic quality that students attribute to the process in which they take part, as well as to the assessment that they do of their learning outcomes (coefficient α = 0.85); Academic Experience: refers to positive emotions that students experience during the career such as confidence, pleasure and energy (coefficient α = 0.76); Atmosphere Perception, comfort and calm that students experiment during their academic activities (coefficient α = 0.79); Teachers Perception: the perception that students have of teachers about their interest and disposition towards students (coefficient α = 0.50). Conclusions: The assessment of academic environment quality is inversely associated with the lapse that the students have spent in their undergraduate careers. Key words: Education, Medical; Psychometrics; Students, medical; Undergraduate.
  • Miniatura
    Ítem
    Propiedades psicométricas de un cuestionario para evaluar expectativas académicas en estudiantes de primer año de Medicina
    (Sociedad Médica de Santiago, 2015-11) Pérez V., Cristhian; Ortiz M., Liliana; Fasce H., Eduardo; Parra P., Paula; Matus B., Olga; McColl C., Peter; Torres A., Graciela; Meyer K., Andrea; Márquez U., Carolina; Ortega B., Javiera
    Background: Academic Involvement Questionnaire, Expectations version (CIA-A), assesses the expectations of involvement in studies. It is a relevant predictor of student success. However, the evidence of its validity and reliability in Chile is low, and in the case of Medical students, there is no evidence at all. Aim: To evaluate the factorial structure and internal consistency of the CIA-A in Chilean Medical school freshmen. Material and Methods: The survey was applied to 340 Medicine freshmen, chosen by non-probability quota sampling. They answered a back-translated version of CIA-A from Portuguese to Spanish, plus a sociodemographic questionnaire. For psychometric analysis of the CIA-A, an exploratory factor analysis was carried on, the reliability of the factors was calculated, a descriptive analysis was conducted and their correlation was assessed. Results: Five factors were identified: vocational, institutional and social involvement, use of resources and student participation. Their reliabilities ranged between Cronbach’s alpha values of 0.71 to 0.87. Factors also showed statistically significant correlations between each other. Conclusions: Identified factor structure is theoretically consistent with the structure of original version. It just disagrees in one factor. In addition, the factors’ internal consistency were adequate for using them in research. This supports the construct validity and reliability of the CIA-A to assess involvement expectations in medical school freshmen.
  • Miniatura
    Ítem
    Relación entre el bienestar y el rendimiento académico en alumnos de primer año de medicina
    (2015) Gómez H., Paula; Pérez V., Cristhian; Parra P., Paula; Ortiz M., Liliana; Matus B., Olga; McColl C., Peter; Torres A., Graciela; Meyer, Andrea
    Background: Stress may affect the sense of wellbeing and academic achievement of university students. Aim: To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. Material and Methods: The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Results: Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Conclusions: Academic achievement is associated with the level of engagement with studies but not with burnout.