Impacto de la adaptación de los estudios universitarios de ciencias de la salud al espacio europeo de educación superior sobre algunos factores del aprendizaje

It would be desirable for university degree studies developed in Spain to be adapted to the European Higher Education Area (EHEA) to have been useful to positively modify the factors involved in learning. For this reason the aim of this research was to determine if content and methodological changes made for the adaptation to the EHEA have had an impact on students in some intercontextual factors. Methodology: this study describes and compares the intercontextual factors of learning, according to the ILP-R questionnaire, of 624 Health Science students at the universities of Oviedo and Cantabria, studying for degrees before and after the implantation of the EHEA. In a range of 0 to 420 points, the average score of the sample was 237.6 (?= 41.4). The factors that least contributed to the total score were Self-affirmation and Self-Esteem. The multivariate analysis shows that the variables that most influence the intercontextual factors of learning are related to characteristics prior to starting university studies (especially age, sex, and the method of entering university) and to the number of visits abroad (indirect measure of socioeconomic level). In general, belonging to the pre or post EHEA implantation study plan has less importance: the current degree studies only seem to improve the Intrinsic Motivation but worsen the scores obtained in Study Methods, which were significantly better among the previous degree students. So far, the adaptation to the EHEA has had a limited impact on the modification of the learning factor studied, which continue to depend more on the personal and sociodemographic characteristics of the student than on the teaching style of the institution Sería deseable que los estudios universitarios de grado desarrollados en España para adaptarse al Espacio Europeo de Educación Superior (EEES) hubieran sido útiles para modificar positivamente los factores implicados en el aprendizaje, por lo que el objetivo de esta investigación fue determinar si los cambios de contenido y metodológicos realizados por el proceso de adaptación al EEES han tenido impacto sobre los alumnos en los algunos factores intercontextuales. Este estudio describe y compara los factores intercontextuales del aprendizaje, según el cuestionario ILP-R, de 624 estudiantes de Ciencias de la Salud de las universidades de Oviedo y de Cantabria, anteriores (diplomaturas/licenciaturas) y posteriores (grados) a la implantación del EEES. En un rango de 0 a 420 puntos, la puntu