Comportamiento de actividades que desarrollan estilos de aprendizaje en las guías didácticas de la asignatura Morfofisiología Humana I

objective: to conduct a descriptive and cross-sectional educational-investigative study in order to characterize the development of learning styles by didactic guides of the subject human morphophysiology i in the comprehensive community medicine training program of san fernando de apure municipality, from january to june, 2006 methods: two study groups were organized, one that consisted of 60 professors with didactic guides evaluated as outstanding or satisfactory, and the other that was composed of 105 students that were studying the subject, but in this case, 41 were selected by simple probabilistic randomized sampling. in the first, money and alonso’s questionnaire was used for the learning styles and the didactic guides were applied a guide of documental review of the activities promoting the learning styles designed by the author. results: students preferred the reflexive learning style (52,4 %), and the didactic guides had a higher preference due to the theoretical style (78,3 %). it was observed that the design adjusted to the learning styles of the group was more inadequate for the reflexive style. conclusions: most of the students had a reflexive learning style, whereas the greatest numbers of the didactic guides were theoretical. the design of the guides adjusted to the learning styles of the student’s group was frequently inappropriate for the activities promoting the reflexive style