Aprendizaje multiprofesional basado en problemas en la formación de profesionales de la salud: Un estudio de caso

• Autores: Nancy Navarro Hernández
• Directores de la Tesis: José Luis Medina Moya (dir. tes.)
• Lectura: En la Universitat de Barcelona ( España ) en 2011
• Idioma: español
• Tribunal Calificador de la Tesis: Francesc Imbernón Muñoz (presid.), María Teresa Colén Riau (secret.), Epifanio Fernández Collado (voc.)
• Materias:
  • Ciencias económicas
    • Economía sectorial
      • Educación
  • Pedagogía
• Enlaces
  • Tesis en acceso abierto en:  TDX  Dipòsit Digital de la UB  TESEO 
• Resumen

  • In 2003 the Faculty of Medicine, Universidad de La Frontera, Chile, implemented curriculum innovation in health professionals, including focusing the process of student-centered learning, privileging the use of problem-based learning (PBL), during the first two years in multiprofessionals group. Changes that involve new concepts that determine behaviors that have not been explored in the local context. The purpose of the study was to interpret and understand the significance of students and faculty of problem-based learning multiprofessionals in the Faculty of Medicine, University of La Frontera. Methodology for this research was conducted through qualitative intrinsic case study, ethnographic orientation. Data collection was conducted through focus groups 5 and 6 in-depth interviews to students and teachers with 8 interviews during 2005 to 2007. For the constant comparative analysis the Glaser and Strauss was used. The progressive level of reduction in the student group identified 704 units of meaning, grouped into 28 descriptive categories, emerging metacategory 7: Characteristics of learning, student characteristics, evaluation of multi-student, student's social skills, role of teachers, teacher characteristics and significance of the evaluation process. The faculty group identified 721 units of meaning, grouped into 32 descriptive categories, emerging metacategory 9, in addition to the above, add: significance for the teacher evaluation process and transition methodology. Finally 3 domains emerge qualitative "Skills in the students," "Teacher Competencies," "student-centered learning". The results show that the multi-ABP contributes to the development of generic skills in students and active learning, meaningful, integrated and collaborative. Tutors include multidisciplinary work, establishing horizontal relations, collaboration, existing cohesion, solidarity, environment of trust, understanding the role of other professions and valuing the deal comprehensively with a more holistic approach to issues of health in the population. In itself, the social skills development and training of a whole person, a role he is responsible for educational institutions and training center. Identify skills required tutors to liaise with the conceptualization of PBL and group management skills. Also consider the complex evaluation system, where the process is valued as much as the results displayed as a continuous improvement and incorporate self-assessment and peer at students in their role as facilitator. The results show that multi-ABP contributes to development of generic competences, including multi-professional teamwork, social skills, values, and self-critical capacity. For pedagogical practice of PBL the tutor rol to assume is transcendental to carry out this process, recognized as one of the main feature of mediator, facilitator of learning, as generating an environment of trust. The teachers transferred their hegemony in the educational process that has traditionally been, to the students, implying that the students take responsibility for the act of learning.