Trayectoria de aprendizaje desarrolladora de la habilidad solucionar problemas clínicos en la asignatura Urología. I

Educacion Medica

article

Jorge Luis Losada¹  Elena Hernández²  Miguel Salvat³  Juana María Remedios³  José Omar Losada⁴ 

[1] Universidad de Ciencias Médicas Dr. Faustino Pérez Hernández, Sancti Spiritus, Cuba;Facultad de Ciencias de la Salud, Universidad Técnica de Ambato, Ambato, Ecuador;Universidad José Martí y Pérez, Sancti Spiritus, Cuba;Medicina Familiar, Facultad de Ciencias de la Salud, Universidad Técnica de Ambato, Ambato, Ecuador

关键词: Clinical problem solving skills;    Learning path;    Clinical method skills;   

DOI  :  10.1016/j.edumed.2017.07.011

学科分类：社会科学、人文和艺术（综合）

来源: Fundacion Educacion Medica

【 摘 要 】

Introduction The clinical problem solving skill learning path has not been well-defined in medical education due to the variety of existing conceptions. Objective To propose a methodology to contribute to establishing a developer learning path for clinical problem solving skills in the students studying the Urology subject. Method A study was carried out during the Urology course of the Sancti Spiritus's Medical Sciences University in the academic year 2014-2015, by designing and validating a methodology focused on a developer teaching-learning clinical situation (DTLCS) to contribute to the transition from clinical problems to teaching problems. Starting from an initial pedagogical diagnosis, the DTLCS establishes the teaching-learning process components relationship system, taking, as a way, a general heuristic procedure with the path of the clinical problem solving skills and its system of logical steps. Results The proposed methodology was validated by the criterion of experts, who were selected based on their coefficient of competence. For the validation, the experts were offered the variables to be taken into account along with the corresponding scale, graded into very adequate (VA), adequate enough (AE), adequate (A), low adequate (LA), inadequate (I). The experts agreed on the relevance of the methodology to achieve its aim. Conclusions The pertinence of the proposed methodology was valid for its experimental application in the teaching-learning process of the Urology subject according to the criterion of the experts.

【 授权许可】

CC BY|CC BY-NC-ND