Laboratory practices in medical education: teaching perceptions and pedagogical challenges.

Abstract

Laboratory practices constitute a fundamental component of medical education, as they enable the integration of theoretical knowledge, technical procedures, and competencies related to future professional practice. This study aimed to analyze the social representations held by faculty members at a School of Medicine regarding these practices, identifying the meanings attributed to such activities, the main obstacles to their implementation, the modifications considered necessary, and their contribution to professional training. An exploratory and descriptive study, predominantly qualitative with quantitative components, was conducted with the participation of 18 faculty members from the Faculty of Medicine of the University of the Republic, Uruguay. Data collection was carried out through a single instrument administered virtually, consisting of a word evocation and ranking technique, incomplete sentences, and a Likert-type scale. The results show that laboratory practices are represented primarily through a technical-normative logic centered on hygiene and safety standards, materials, and procedures. Scientific knowledge and positive attitudes occupy peripheral positions, while teaching and learning remain outside the group’s overall representation. Among the most frequently identified obstacles were large student cohorts and material limitations; however, when proposing improvements, faculty members emphasized the need to revise the didactic model by promoting greater student autonomy, participation, and engagement. It is concluded that, although laboratory practices are highly valued in medical education, it is necessary to strengthen their pedagogical dimension so that they do not become limited to technical execution alone, but instead foster meaningful learning, reflection, and informed decision-making.