Teaching systems in occupational medicine

Abstract

European Higher Education Area includes standards for graduate and postgraduate teaching, as well as a psycho-pedagogy framework. Improving learning strategies of students in occupational medicine, from the teachers point of view, deals fundamentally with improving learning environment. The goal of the present study is to assess and profile learning strategies in occupational medicine teaching modules. A sample with 53 undergraduate students who were enrolled in occupational health classes participate in the study. The students filled the Study Process Questionnaire (R-SPQ-2F). Strategies used by students were related with the learning assessment performed at the end of the teaching term. Students expressed a significantly higher use of deep strategies (16±4) than surface strategies (14±2). Regarding performance, there was a direct relationship between deep strategies score and the learning assessment results. The findings support that, in occupational medicine, knowledge of learning strategies profiles will help to improve education. In order to improve teaching standards it is advisable applying assessment systems that allow adapting teaching methods to students’ profiles.