Eficacia de las Estrategias Pedagógicas en la Enseñanza de la Semiología Médica para el Desarrollo de Habilidades Clínicas: Una Revisión Sistemática.

Ignacia Styl Antinao; Vicente Saavedra Abarzúa; Josefa Retamal Rodríguez; Sofía Rivera Rivas; Orlando Lagos Riquelme; Franco Arriagada Lepe

doi:10.6018/edumed.712321

Authors

Ignacia Styl Antinao Estudiante de medicina, Facultad de Medicina, Valdivia, Chile https://orcid.org/0009-0007-8242-9896
Vicente Saavedra Abarzúa Estudiante de medicina, Facultad de Medicina, Valdivia, Chile https://orcid.org/0009-0009-2505-5060
Josefa Retamal Rodríguez Estudiante de medicina, Facultad de Medicina, Valdivia, Chile https://orcid.org/0009-0009-3790-3768
Sofía Rivera Rivas Estudiante de medicina, Facultad de Medicina, Valdivia, Chile https://orcid.org/0009-0008-4721-6008
Orlando Lagos Riquelme Estudiante de medicina, Facultad de Medicina, Valdivia, Chile https://orcid.org/0009-0003-5416-6065
Franco Arriagada Lepe Estudiante de medicina, Facultad de Medicina, Valdivia, Chile https://orcid.org/0009-0007-7840-7803

DOI: https://doi.org/10.6018/edumed.712321

Keywords: Medical semiology, clinical skills, problem-based learning, clinical simulation, PBL

Abstract

Introduction: Medical semiology is a fundamental pillar in the clinical training of medical students. In recent decades, various pedagogical strategies have been incorporated to optimize the development of clinical skills, the effectiveness of which requires systematic evaluation. Objective: To evaluate and compare the effectiveness of various pedagogical strategies in the development of clinical skills in medical students. Methods: A systematic review was conducted following the PRISMA 2020 guidelines. The search was carried out in PubMed, Scopus, and Web of Science, including studies published between 2010 and June 2025. Randomized controlled trials, quasi-experimental studies, and descriptive studies that evaluated pedagogical interventions in undergraduate medical students with quantitative and qualitative results were included. The risk of bias was assessed using validated tools according to the study type. Results: Sixteen studies were analyzed. Active methodologies such as Problem-Based Learning () combined with lectures and Team-Based Learning (TBL) showed significant improvements in clinical performance and satisfaction. Educational videos and hybrid simulations improved procedural skills and self-confidence, especially when combined with face-to-face practice. Near-peer teaching and blended learning showed positive effects on OSCE scores. Conclusions: Pedagogical strategies that integrate practice, feedback, and multimedia resources appear more effective than isolated traditional methods for developing clinical skills in medical semiology.

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