Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud

• Cristhian Pérez V ^[1] ; Giulietta Vaccarezza G ^[2] ; César Aguilar A ^[6] ; Katherine Coloma N ^[3] ; Horacio Salgado F ^[2] ; Marjorie Baquedano R ^[4] ; Carla Chavarría R ^[5] ; Nancy Bastías V ^[1]
  1. [1] Universidad de Concepción

     Universidad de Concepción

     Comuna de Concepción, Chile

     
  2. [2] Universidad San Sebastián

     Universidad San Sebastián

     Comuna de Concepción, Chile

     
  3. [3] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     
  4. [4] University of Sheffield

     University of Sheffield

     Reino Unido

     
  5. [5] Universidad de La Frontera

     Universidad de La Frontera

     Temuco, Chile

     
  6. [6] Enfoque Émico Unidad de Investigación

  Mostrar afiliaciones +
• Localización: Revista Médica de Chile, ISSN-e 0034-9887, Vol. 144, Nº. 6, 2016, págs. 788-795
• Idioma: español
• Títulos paralelos:
  • Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers
• Enlaces
  • Texto completo
• Resumen

  • Background: Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.