Estrategias educativas y aprendizaje significativo en los cursos de investigación para médicos residentes: una mirada desde la literatura
Resumen
Antecedentes: El aprendizaje de la apreciación crítica de la literatura e investigación es fundamental en la formación de los médicos residentes. Objetivo: identificar las estrategias educativas y las categorías de aprendizaje significativo según la taxonomía de Fink reflejadas en los cursos de bioestadística, epidemiología, investigación o medicina basada en la evidencia (MBE) en los programas de residencias médicas. Método: Se realizó una revisión de revisiones sistemáticas en MEDLINE, EMBASE, ERIC, The Cochrane Database of Systematic Reviews y LILACS sin restricciones de tiempo o idioma. Las referencias fueron revisadas independientemente por dos evaluadores y los desacuerdos resueltos por un tercer evaluador. La evaluación de la calidad global de las revisiones fue hecha con la herramienta AMSTAR. Las categorías de aprendizaje se clasificaron según la taxonomía de Fink. Resultados: Se encontraron 14 revisiones sistemáticas; cuatro calificadas como de alta calidad, seis como de media y cuatro como de baja calidad. Las estrategias educativas más utilizadas fueron el club de revistas, seguida del seminario y taller sobre medicina basada en la evidencia Los aprendizajes más evaluados fueron los conocimientos, la aplicación, la dimensión humana y el cuidado. Hay evidencia limitada sobre la integración y el aprender a aprender. Conclusiones: Se requieren estrategias educativas que involucren la planeación, aplicación y evaluación enfocadas en la interacción de aprendizajes significativos que promueva tanto el aprendizaje cognitivo como la parte humana de la práctica médica en investigación y apreciación crítica de la literatura.
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