Current relevance of Significant Learning in medical education

Abstract

This article addresses the relevance of meaningful learning in education, highlighting the theoretical perspective of Ausubel (1978) that emerged in the seventies. Despite not being a recent trend, the implementation of this approach is not common, and university professors continue to use mechanical and repetitive methods that relegate the student to a passive role. All of this despite the fact that in the field of health sciences the need to change paradigms in teaching and learning is emphasized, and recognize that new learning is generated in significant contexts and is connected to the students' previous knowledge. Motivated by this premise, the team of authors carried out an investigation to investigate the concept and applicability that a group of master's students in Medical Education give to meaningful learning. The methodology used included a survey with open questions to understand the scope and applicability of this concept in teaching clinical practice, through a qualitative research approach, using a survey of open questions about the poor implementation of meaningful learning, the background on the prevalence of transmissionist methods as well as the perception and application of this approach. The results highlight the resistance to the implementation of meaningful learning, evidencing the prevalence of traditional methods. Quantitative figures are presented to support these observations, underscoring the need for a change in teaching practices. This study proposes solutions to promote meaningful learning in medical education and highlights the implications and applications of the results in teaching clinical practice.