Acceso usuarios
Antonio Ordóñez Fernández, Elena Aguado-Domínguez, Esther Quintana Gallego, Irene Mendez Santos, Antonio León Justel, Carmen Campos-Silva
Resumen Introducción en la enseñanza universitaria de medicina, las metodologías activas, como el aprendizaje basado en problemas (ABP), se han consolidado como estrategias eficaces para incrementar la implicación del alumnado y favorecer un aprendizaje significativo. El ABP, centrado en la resolución colaborativa de problemas complejos y contextualizados, no solo facilita la adquisición de conocimientos, sino que también promueve el desarrollo de habilidades y competencias clave como el pensamiento crítico, fundamentales en la formación del profesional médico. Sin embargo, la implementación del ABP ha sido más frecuente en las asignaturas clínicas que en las ciencias básicas, como bioquímica, biología, anatomía, histología y fisiología, donde su aplicación sigue siendo limitada. Estas disciplinas, aunque fundamentales, suelen percibirse como alejadas de la práctica clínica, lo que puede dificultar la conexión entre la teoría y su aplicación real. Métodos este artículo analiza los retos y oportunidades de aplicar el ABP en el ámbito de las ciencias básicas, a través de una experiencia interdisciplinar desarrollada en el primer curso del grado en Medicina. Se describe el diseño, implementación y evaluación, docente y estudiantil, de una propuesta basada en ABP, centrada en la fisiología del ejercicio, como eje integrador de contenidos básicos de varias asignaturas. Resultados según la percepción de docentes y estudiantes, la incorporación de problemas contextualizados del mundo real favorece la comprensión significativa e integración de conceptos teóricos de las ciencias básicas, así como su conexión con la práctica médica. Además, se desarrollan múltiples habilidades y competencias esenciales en la carrera profesional. Conclusión en conjunto, los resultados respaldan la viabilidad, continuidad y expansión de esta metodología en el currículo formativo. Introduction In medical education, active learning methodologies such as Problem-Based Learning (PBL) have proven to be effective strategies to foster student engagement and meaningful learning. PBL, centered on the collaborative resolution of complex and contextualized problems, not only facilitates knowledge acquisition but also promotes the development of key skills and competencies, such as critical thinking, that are essential in the training of future physicians. However, the implementation of PBL has been more common in clinical subjects than in basic sciences, such as biochemistry, biology, anatomy, histology, and physiology, where its use remains limited. These disciplines, although fundamental, are often perceived as disconnected from clinical practice, which can hinder students' ability to link theoretical knowledge with real-world application. Methods This article explores the challenges and opportunities of applying PBL in the context of basic sciences through an interdisciplinary experience developed during the first year of the Medical University Degree program. This work presents the design, implementation, and faculty and student evaluation of a PBL based initiative centered on exercise physiology as an integrative theme across multiple basic science subjects. Results As perceived by faculty and students, incorporating real-world contextualized problems enhances meaningful understanding and integration of theoretical concepts of basic sciences and their connection to medical practice. In addition, multiple skills and competencies essential for the professional career are developed. Conclusion Overall, these findings support the feasibility, continuity, and expansion of this methodology within the academic curriculum.
Introduction In medical education, active learning methodologies such as Problem-Based Learning (PBL) have proven to be effective strategies to foster student engagement and meaningful learning. PBL, centered on the collaborative resolution of complex and contextualized problems, not only facilitates knowledge acquisition but also promotes the development of key skills and competencies, such as critical thinking, that are essential in the training of future physicians. However, the implementation of PBL has been more common in clinical subjects than in basic sciences, such as biochemistry, biology, anatomy, histology, and physiology, where its use remains limited. These disciplines, although fundamental, are often perceived as disconnected from clinical practice, which can hinder students' ability to link theoretical knowledge with real-world application. Methods This article explores the challenges and opportunities of applying PBL in the context of basic sciences through an interdisciplinary experience developed during the first year of the Medical University Degree program. This work presents the design, implementation, and faculty and student evaluation of a PBL based initiative centered on exercise physiology as an integrative theme across multiple basic science subjects. Results As perceived by faculty and students, incorporating real-world contextualized problems enhances meaningful understanding and integration of theoretical concepts of basic sciences and their connection to medical practice. In addition, multiple skills and competencies essential for the professional career are developed. Conclusion Overall, these findings support the feasibility, continuity, and expansion of this methodology within the academic curriculum.
