Experiencias investigativas basadas en cursos, análisis de sus fundamentos y resultados en la Educación Médica

Yuri Castro-Rodríguez

doi:10.17533/udea.iatreia.165

Autores/as

Yuri Castro-Rodríguez Universidad Científica del Sur https://orcid.org/0000-0002-9587-520X

DOI:

https://doi.org/10.17533/udea.iatreia.165

Palabras clave:

Aprendizaje , Educación de Pregrado en Medicina , Educación Médica, Educación Superior

Resumen

Introducción: las experiencias investigativas durante el pregrado son diversas y tienen como objetivo la formación de competencias en ese mismo ámbito de investigación.

Objetivo: recopilar la información relacionada a las experiencias investigativas basadas en cursos (EIBC) que se han implementado en el contexto de la educación médica.

Métodos: se realizó una revisión de la literatura narrativa donde se indagaron las bases de datos ERIC, SciELO, Redalyc, Scopus y PubMed a través de los términos: “ciencia”, “basados en cursos”, “investigación”, “en el aula”, “experiencia(s)”, “pasantía(s)”, “pregrado”, “licenciatura”, “formación”. De las 780 fuentes iniciales, se analizaron 35. La información fue descrita según las categorías de: resultados de las mediciones, fundamentos teóricos, beneficios de la experiencia, limitaciones/desventajas.

Resultados: las EIBC se consideran como experiencias positivas y atractivas para los estudiantes, pues permiten exponerlos al proceso investigativo, desarrollar habilidades y oportunidades para futuros proyectos de investigación, permitir establecer redes y trabajo en equipo, brindar la oportunidad para trabajar en equipos de investigación y laboratorios de experimentación, y comprometer a los estudiantes y docentes a difundir los hallazgos a través de publicaciones científicas. Sus fundamentos se encuentran en el aprendizaje situado, las comunidades de práctica, el aprendizaje basado en problemas y el aprendizaje constructivista. El objetivo en común es el de involucrar a los estudiantes de pregrado en la investigación científica y que logren formar sus competencias a través del mismo acto investigativo.

Conclusión: las EIBC permiten mejorar el aprendizaje estudiantil, la formación de competencias investigativas, otorgan ganancias en su identidad científica, autoconfianza, y persistencia en su carrera de estudios.

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Biografía del autor/a

Yuri Castro-Rodríguez, Universidad Científica del Sur

Docente, Universidad Científica del Sur, Facultad de Estomatología Lima, Perú.

Citas

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