Bibliographic citations
Pezo, J., Pupuche, C., Bravo, A. (2022). Influencia del ambiente educacional en el aprendizaje autorregulado en residentes de pediatría de universidades de Lima en el contexto de la pandemia del Covid-19 en un hospital especializado en el año 2021 [Universidad Tecnológica del Perú]. https://hdl.handle.net/20.500.12867/5662
Pezo, J., Pupuche, C., Bravo, A. Influencia del ambiente educacional en el aprendizaje autorregulado en residentes de pediatría de universidades de Lima en el contexto de la pandemia del Covid-19 en un hospital especializado en el año 2021 []. PE: Universidad Tecnológica del Perú; 2022. https://hdl.handle.net/20.500.12867/5662
@mastersthesis{sunedu/3326428,
title = "Influencia del ambiente educacional en el aprendizaje autorregulado en residentes de pediatría de universidades de Lima en el contexto de la pandemia del Covid-19 en un hospital especializado en el año 2021",
author = "Bravo Cardenas, Andrea Vanessa",
publisher = "Universidad Tecnológica del Perú",
year = "2022"
}
The coronavirus disease (COVID-19) pandemic has significantly influencedboth basic and higher education,especially in clinical teaching environments.Faced with this situation, the educational environment in which the Medical Residencyprograms were developed have been affected, demanding from residents a greater capacity for self-regulation of their learning process. The objective of this research is to identify the influenceof the educational environment on self-regulated learning inpediatric residents in the context of the COVID-19 pandemic.The research made presents a mixed approach, correlationalscope and sequential explanatory design. A first quantitative stage was carried out through two self-instructive questionnaires: ThePostgraduate Hospital Educational Environment Measure (PHEEM) and a questionnaire developed to evaluate learning self-regulation. And a second qualitative stage by conducting in-depth interviews with residents. In the quantitative results, a more positive than negative perception can be identified both in the general evaluation of the educational environment and in each of its three categories. Pearson's correlation test identifies a positive correlation of each of the categories of the educational environment with self-regulated learning. Werecognizedthat interaction with patients is one of the predominant factors for the resident to establish their objectives and study strategies. The pandemic has limiteddirect interaction with patients and the developmentof face-to-face collaborative learning activities. In conclusion, there is a direct effect of the educational environment on self-regulation of learning mainly in cognitive, motivational aspects and in the availability of learning opportunities.
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