Stress; coping strategies; learning styles; and assertive communication; in a sample of students of the Medicine Program at the University of Manizales; and design of an improve-ment process. 2012
Estrés, estrategias de afrontamiento, estilos de aprendizaje, y comunicación asertiva, en una muestra de estudiantes del programa de medicina de la universidad de manizales, y diseño de un proceso de mejora. 2012./stress, coping strategies, learning style
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Castaño Castrillón, J. J., Alba Ospina, D., Arenas Dávila, A. M., Botero Ramírez, F. E., Cañón Buitrago, S. C., Cardona Grisales, H. A., Castro Zuluaga, D., Ocampo Salgado, A., & Ramírez Gutiérrez, D. (2013). Stress; coping strategies; learning styles; and assertive communication; in a sample of students of the Medicine Program at the University of Manizales; and design of an improve-ment process. 2012. Archivos De Medicina (Manizales), 13(2), 187-201. https://doi.org/10.30554/archmed.13.2.110.2013
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Castaño Castrillón, J. J., Alba Ospina, D., Arenas Dávila, A. M., Botero Ramírez, F. E., Cañón Buitrago, S. C., Cardona Grisales, H. A., Castro Zuluaga, D., Ocampo Salgado, A., & Ramírez Gutiérrez, D. (2013). Stress; coping strategies; learning styles; and assertive communication; in a sample of students of the Medicine Program at the University of Manizales; and design of an improve-ment process. 2012. Archivos De Medicina (Manizales), 13(2), 187-201. https://doi.org/10.30554/archmed.13.2.110.2013
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applied research component was to promote the use of assertive strategies for coping with stress in this population through the implementation of a program to control thelevels of frustration. Materials and methods: quasi-experimental study, 47 students
from first and second semesters participated from the medicine program from Manizales Uni-versity. A process was designed, composed of 8 sessions, in which it was evaluated stress levels, coping techniques, study methods, were evaluated through
diagnosis questionnaires, plus, an intervention was done with workshops about study techniques, relaxation techniques, assertive communication and life project. Results: the searching of social support as a stress coping technique was found in 29,8%, 46,8% has the risk of stress somatization, it prevails theoretical learning style in a 31, 9%, the 42,6% prefers the visual method as a learning channel. Participants gave to the
process an average qualifica-tion of 4,03. The most useful process and the one liked the most was study techniques with 80% and the relaxation techniques with 70% respectively.
Conclusions: the study allowed confirming the need of having and keeping an appropriate multidisciplinary support team that offers personalized psycho-therapy and tracking to the students.
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