Teoría Bioecológica del Desarrollo Humano y educación medicas: Revisión de alcance.
Resumen
Introducción: La formación médica de posgrado es una etapa decisiva para consolidar el profesionalismo clínico, competencias especializadas e identidad profesional. El entorno clínico —incluyendo tutores, normativas y cultura institucional— influye en el desarrollo del residente. La Teoría Bioecológica del Desarrollo Humano (TBEDH) de Bronfenbrenner, y su operacionalización en el modelo Proceso–Persona– Contexto–Tiempo (PPCT), ofrece un marco para comprender cómo múltiples niveles contextuales interactúan y condicionan la experiencia formativa. Objetivo: Mapear estudios que aplican la TBEDH en educación médica de posgrado, identificar niveles de análisis, describir metodologías y hallazgos clave, y detectar vacíos de investigación. Método: Se realizó una revisión de alcance (scoping review) siguiendo las directrices de Arksey y O’Malley, Levac y PRISMA-ScR. Se buscaron estudios en PubMed, Scopus, Web of Science, BVS Salud y Epistemonikos (2015–2025), en inglés y español, limitados a publicaciones revisadas por pares y con texto completo. Se incluyeron estudios teóricos y empíricos que aplicaran explícitamente el modelo PPCT en la educación médica de posgrado. Resultados: Se identificaron seis estudios relevantes. Estos abarcan desde marcos conceptuales (Ellaway, Gruppen) hasta investigaciones cualitativas (Nolan, Jones, Kelly) e intervenciones institucionales (Zwemer). Los niveles bioecológicos más explorados fueron micro, meso y macro, mientras que el cronosistema aparece en estudios sobre cambios curriculares y contextuales. Los hallazgos muestran que factores como relaciones con tutores, inclusión, cultura organizacional y políticas influyen de manera multiescalar en el aprendizaje y bienestar de los residentes. Conclusión: La TBEDH constituye un marco sólido y versátil para analizar la educación médica de posgrado, permitiendo comprender el aprendizaje como un fenómeno complejo y contextual. Sin embargo, su uso empírico aún es limitado, lo que subraya la necesidad de ampliar investigaciones que integren este enfoque en el diseño de políticas y programas formativos en salud.
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