Habilidades blandas en la Educación en Ciencias de la Salud: Revisión de alcance sobre su integración curricular.

Juan Antonio Lugo-Machado; Rosa Esmeralda Ortega Villa; Diana Isabel Espinoza Morales; Salma Fernanda Fayyad Cárdenas; Araceli Zazueta Cárdenas; Alejandro Arellano Guzmán

doi:10.6018/edumed.690921

Autores/as

Juan Antonio Lugo-Machado Universidad de Sonora campus Cajeme, Ciudad Obregón Sonora, México.
Rosa Esmeralda Ortega Villa Instituto Mexicano del Seguro Social, Ciudad Obregón Sonora, México. https://orcid.org/0000-0003-2497-8428
Diana Isabel Espinoza Morales Universidad de Sonora campus Cajeme, Ciudad Obregón Sonora, México. https://orcid.org/0009-0002-2629-1734
Salma Fernanda Fayyad Cárdenas Instituto Mexicano del Seguro Social, Ciudad Obregón Sonora, México. https://orcid.org/0009-0007-4684-737X
Araceli Zazueta Cárdenas Instituto Mexicano del Seguro Social, Ciudad Obregón Sonora, México. https://orcid.org/0009-0006-4690-1412
Alejandro Arellano Guzmán Universidad de Sonora campus Cajeme, Ciudad Obregón Sonora, México. https://orcid.org/0009-0008-6819-3669

DOI: https://doi.org/10.6018/edumed.690921

Palabras clave: Habilidades sociales, Actitud, Curriculum

Resumen

Introducción. Las habilidades blandas —como la comunicación, la empatía, el trabajo en equipo, la inteligencia emocional, la resiliencia y el liderazgo— son esenciales para una atención sanitaria segura, humanizada y centrada en la persona. Sin embargo, su enseñanza y evaluación en los planes de estudio de las ciencias de la salud siguen siendo heterogéneas y poco estandarizadas. Objetivo. Sintetizar la evidencia procedente de revisiones sistemáticas y revisiones de alcance sobre cómo se desarrollan, enseñan, evalúan e integran curricularmente las habilidades blandas en la educación en ciencias de la salud. Metodología. Se realizó una revisión panorámica de revisiones sistemáticas, revisiones mixtas y revisiones de alcance, siguiendo la guía PRISMA-ScR. Se buscaron estudios publicados entre 2020 y 2025 en PubMed, Scopus, ScienceDirect, Cochrane Library, Epistemonikos, Web of Science y la Biblioteca Virtual en Salud (BVS). Se extrajeron datos sobre las características de las intervenciones, las competencias abordadas, los métodos pedagógicos, las estrategias de evaluación y los resultados. La calidad metodológica se evaluó con listas de verificación del Joanna Briggs Institute (JBI) y con AMSTAR-2; la certeza de la evidencia se valoró mediante GRADE. Resultados. Se incluyeron 26 revisiones sobre comunicación clínica, empatía, inteligencia emocional, educación interprofesional, habilidades no técnicas, aprendizaje basado en problemas, resiliencia y uso de tecnologías emergentes (realidad virtual e inteligencia artificial). La mayoría de las intervenciones —basadas en simulación, metodologías activas, aprendizaje basado en proyectos y práctica supervisada— reportó mejoras consistentes en habilidades blandas y, en algunos casos, efectos favorables en comportamientos vinculados con la atención al paciente. No obstante, predominaron diseños cuasiexperimentales, heterogeneidad conceptual y escasa estandarización de los instrumentos de evaluación. Conclusión. La evidencia respalda la integración estructurada y longitudinal de las habilidades blandas en los currículos de las ciencias de la salud. Sin embargo, es necesario avanzar hacia marcos conceptuales compartidos, instrumentos de evaluación validados y estudios robustos que vinculen estas competencias con resultados clínicos, organizacionales y de bienestar profesional.

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