medigraphic.com
ISSN 1561-2902 (Digital)

2021, Número 4

<< Anterior Siguiente >>

Revista Cubana de Educación Médica Superior 2021; 35 (4)


Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud

Domínguez-Amorocho OA, Contreras RLM, Ramírez LGM, Acevedo ALC

Idioma: Español
Referencias bibliográficas: 66
Paginas: 1-21
Archivo PDF: 301.21 Kb.


RESUMEN

Introducción: En los procesos de enseñanza-aprendizaje, los profesores deben reflexionar continuamente sobre las estrategias que se aplican directamente en el aula. Se ha estudiado el efecto de metodologías como el aprendizaje basado en problemas, el aprendizaje basado en proyectos, las simulaciones apoyadas en la tecnología, entre otras, en comparación con las metodologías tradicionales.
Objetivo: Describir las fortalezas del aprendizaje basado en proyectos como estrategia educativa en el contexto de las ciencias de la salud.
Desarrollo: El proceso de enseñanza-aprendizaje de las ciencias de la salud requiere de estrategias dinámicas que permitan articular los conocimientos adquiridos, con una visión práctica de las disciplinas en un contexto basado en la solución de problemas y el pensamiento crítico. Se destaca el aprendizaje basado en proyectos como una metodología que exige una participación activa, investigativa y reflexiva, para la solución de un problema; así, el conocimiento es consecuencia de la discusión, la argumentación y la toma de decisiones, que implican la construcción de dicha solución.
Conclusiones: El aprendizaje basado en proyectos puede introducir mejoras y cambios con respecto a las estrategias tradicionales, al fomentar la motivación, el trabajo colaborativo, la adquisición y el afianzamiento de conocimientos en los estudiantes. Asimismo, es una metodología basada en la autoformación del estudiante que fortalece su capacidad de expresión oral y escrita, y la planificación del tiempo, por lo que se facilita la conformación y participación en equipos interdisciplinarios, competencias esenciales para el desempeño ideal de los profesionales de la salud.


REFERENCIAS (EN ESTE ARTÍCULO)

  1. Greece JA, DeJong W, Gorenstein Schonfeld J, Sun M, McGrath D. Practice-Based Teaching and Public Health Training: Bringing Real-World Projects to the Classroom to Teach Intervention Planning and Communication Strategies. Pedagogy Health Promot. 2019 Mar [acceso 01/03/2020];5(1):55-61. Disponible en: http://journals.sagepub.com/doi/10.1177/2373379918760929

  2. López MML. Project-based Learning Strategy: An Innovative Proposal for Local Education System. Int J Psychosoc Rehabil. 2020 [acceso 04/03/2020];24(1):1666-81. Disponible en: https://www.psychosocial.com/article/PR200267/9549/

  3. Singh K, Bharatha A, Sa B, Adams OP, Majumder MdAA. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ. 2019 [acceso 04/03/2020];19(1):149. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1590-2

  4. Mong HH, Standal ØF. Didactics of health in physical education - a review of literature. Phys Educ Sport Pedagogy. 2019 [acceso 05/03/2020];24(5):506-18. Disponible en: https://www.tandfonline.com/doi/full/10.1080/17408989.2019.1631270

  5. Chen C-H, Yang Y-C. Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educ Res Rev. 2019 [acceso 06/03/2020];26:71-81. Disponible en: https://www.tandfonline.com/doi/full/10.1080/17408989.2019.1631270

  6. Alfayoumi I. The impact of combining concept-based learning and concept-mapping pedagogies on nursing students' clinical reasoning abilities. Nurse Educ Today. 2019 [acceso 06/03/2020];72:40-6. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S026069171830875X

  7. Thomas M. Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses. Int J Community Soc Dev. 2019 [acceso 06/03/2020];(3):192-210. Disponible en: http://journals.sagepub.com/doi/10.1177/2516602619872858

  8. Montes de Oca Recio N, Machado Ramírez EF. Estrategias docentes y métodos de enseñanza-aprendizaje en la Educación Superior. Humanidades Médicas. 2011 [acceso 09/04/2020];11:475-88. Disponible en: http://scielo.sld.cu/scielo.php?pid=S1727-81202011000300005&script=sci_abstract

  9. Rodríguez-Sandoval E, Vargas-Solano ÉM. Evaluación de la estrategia "aprendizaje basado en proyectos". Educ Educ. abril de 2010 [acceso 08/03/2020];13(1):13-25. Disponible en: http://www.scielo.org.co/pdf/eded/v13n1/v13n1a02.pdf

  10. van Tuijl AAC, Calsbeek H, Wollersheim HC, Laan RFJM, Fluit CRMG, van Gurp PJ. Does a Long-Term Quality and Safety Curriculum for Health Care Professionals Improve Clinical Practice? An Evaluation of Quality Improvement Projects. J Contin Educ Health Prof. 2020 [acceso 08/03/2020];40(1):3-10. Disponible en: https://journals.lww.com/10.1097/CEH.0000000000000277

  11. Bailey RL, Kiesel VA, Lobene AJ, Zou P. Redesigning an Undergraduate Nutrition Course through Active Learning and Team-Based Projects Enhances Student Performance. Curr Dev Nutr. 1 de abril de 2020 [acceso 09/03/2020];4(4):nzaa039. Disponible en: https://academic.oup.com/cdn/article/doi/10.1093/cdn/nzaa039/5806915

  12. Hmelo-Silver CE. Problem-Based Learning: What and How Do Students Learn? Educ Psychol Rev. 2004 [acceso 09/03/2020];16(3):235-66. Disponible en: http://link.springer.com/10.1023/B:EDPR.0000034022.16470.f3

  13. Snelgrove DC. Teachers, Leaders, and Schools: Essays by John Dewey. Journal of Thought. 2012 [acceso 11/03/2020];47(2). Disponible en: https://link.gale.com/apps/doc/A318628409/AONE?u=anon~ce89d515&sid=googleScholar&xid=82d1bc99

  14. Hovey KA, Ferguson SL. Teacher perspectives and experiences: using project-based learning with exceptional and diverse students. Curric Teach Dialogue. 2014 [acceso 01/04/2020];16(1-2):S77+. Disponible en: https://www.researchgate.net/publication/275041817_TEACHER_PERSPECTIVES_AND_EXPERIENCES_Using_Project-Based_Learning_With_Exceptional_and_Diverse_Students

  15. Restrepo E del C, Nieto L, Guzmán LD, Gómez M, Ahumada V, Puentes E, et al. Metodologías, Estrategias y Herramientas Didácticas Para el Diseño de Cursos en Ambientes Virtuales de Aprendizaje en la Universidad Nacional Abierta y a Distancia UNAD. Universidad Nacional Abierta y a Distancia UNAD; 2013 [acceso 20/06/2021]. Disponible en: http://hdl.handle.net/10596/5396

  16. Beier ME, Kim MH, Saterbak A, Leautaud V, Bishnoi S, Gilberto JM. The effect of authentic project-based learning on attitudes and career aspirations in STEM. J Res Sci Teach. 2019 [acceso 03/04/2020];56(1):3-23. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21465

  17. Fleer M. The Vygotsky Project in Education - The Theoretical Foundations for Analysing the Relations between the Personal, Institutional and Societal Conditions for Studying Development. En: Gedera DSP, Williams PJ, editores. Activity Theory in Education [Internet]. Rotterdam: SensePublishers; 2016 [acceso 19/06/2021]. p. 1-15. Disponible en: http://link.springer.com/10.1007/978-94-6300-387-2_1

  18. Toledo Morales P, Sánchez García JM. Aprendizaje basado en proyectos: una experiencia universitaria. Profr Rev Currículum Form Profr. 2018 [acceso 06/04/2020];22(2):471-91. Disponible en: http://revistaseug.ugr.es/index.php/profesorado/article/view/7733

  19. Goldman J, Kuper A, Baker GR, Bulmer B, Coffey M, Jeffs L, et al. Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and Identifying Future Directions. Acad Med. 2020 [acceso 05/05/2020];95(11):1745-54. Disponible en: https://journals.lww.com/10.1097/ACM.0000000000003203

  20. González González CS. Estrategias para trabajar la creatividad en la Educación Superior: pensamiento de diseño, aprendizaje basado en juegos y en proyectos. Rev Educ Distancia RED. 2015 [acceso 15/05/2020];(40). Disponible en: https://revistas.um.es/red/article/view/234291

  21. Lefroy J, Watling C, Teunissen PW, Brand P. Guidelines: the do's, don'ts and don't knows of feedback for clinical education. Perspect Med Educ. 2015 [acceso 15/05/2020];4(6):284-99. Disponible en: http://link.springer.com/10.1007/s40037-015-0231-7

  22. Morris C, Blaney D. Work-based learning. En: Swanwick T, editor. Understanding Medical Education. Chichester, UK: John Wiley & Sons, Ltd; 2013 [acceso 28/09/2021]. p. 97-109. Disponible en: https://onlinelibrary.wiley.com/doi/10.1002/9781118472361.ch7

  23. McGaghie WC, Harris IB. Learning Theory Foundations of Simulation-Based Mastery Learning. Simul Healthc J Soc Simul Healthc. 2018 [acceso 25/05/2020];13(3S):S15-20. Disponible en: https://journals.lww.com/01266021-201806001-00003

  24. Cleland J, Walker KG, Gale M, Nicol LG. Simulation-based education: understanding the socio-cultural complexity of a surgical training 'boot camp'. Med Educ. 2016 [acceso 05/06/2020];50(8):829-41. Disponible en: https://doi.wiley.com/10.1111/medu.13064

  25. Sholl S, Ajjawi R, Allbutt H, Butler J, Jindal-Snape D, Morrison J, et al. Balancing health care education and patient care in the UK workplace: a realist synthesis. Med Educ. 2017 [acceso 05/06/2020];51(8):787-801. Disponible en: http://doi.wiley.com/10.1111/medu.13290

  26. Sargeant J, Wong BM, Campbell CM. CPD of the future: a partnership between quality improvement and competency-based education. Med Educ. 2018 [acceso 15/06/2020];52(1):125-35. Disponible en: http://doi.wiley.com/10.1111/medu.13407

  27. Davis DA, Rayburn WF. Integrating Continuing Professional Development With Health System Reform: Building Pillars of Support. Acad Med. 2016 [acceso 15/06/2020];91(1):26-9. Disponible en: http://journals.lww.com/00001888-201601000-00017

  28. Balmer DF, Darden A, Chandran L, D'Alessandro D, Gusic ME. How Mentor Identity Evolves: Findings From a 10-Year Follow-up Study of a National Professional Development Program. Acad Med. 2018 [acceso 25/06/2020];93(7):1085-90. Disponible en: http://journals.lww.com/00001888-201807000-00034

  29. Lucey CR, Thibault GE, ten Cate O. Competency-Based, Time-Variable Education in the Health Professions: Crossroads. Acad Med. 2018 [acceso 25/06/2020];93(3S):S1-5. Disponible en: http://journals.lww.com/00001888-201803001-00001

  30. Kennedy TJT, Lingard L, Baker GR, Kitchen L, Regehr G. Clinical Oversight: Conceptualizing the Relationship between Supervision and Safety. J Gen Intern Med. 2007 [acceso 25/06/2020];22(8):1080-5. Disponible en: http://link.springer.com/10.1007/s11606-007-0179-3

  31. Yardley S, Westerman M, Bartlett M, Walton JM, Smith J, Peile E. The do's, don't and don't knows of supporting transition to more independent practice. Perspect Med Educ. febrero de 2018 [acceso 26/06/2020];7(1):8-22. Disponible en: http://link.springer.com/10.1007/s40037-018-0403-3

  32. Runnacles J, Moult B, Lachman P. Developing future clinical leaders for quality improvement: experience from a London children's hospital. BMJ Qual Saf. 2013 [acceso 05/07/2020];22(11):956-63. Disponible en: https://qualitysafety.bmj.com/lookup/doi/10.1136/bmjqs-2012-001718

  33. Jones AC, Shipman SA, Ogrinc G. Key characteristics of successful quality improvement curricula in physician education: a realist review. BMJ Qual Saf. 2015 [acceso 07/07/2020];24(1):77-88. Disponible en: https://qualitysafety.bmj.com/lookup/doi/10.1136/bmjqs-2014-002846

  34. Voogt JJ, van Rensen ELJ, van der Schaaf MF, Noordegraaf M, Schneider MM. Building bridges: engaging medical residents in quality improvement and medical leadership. Int J Qual Health Care. 2016 [acceso 08/07/2020]. Disponible en: https://academic.oup.com/intqhc/article-lookup/doi/10.1093/intqhc/mzw091

  35. Peng Z, Yang J, Chen T-H (Peter), Ma L. A first look at the integration of machine learning models in complex autonomous driving systems: a case study on Apollo. En: Proceedings of the 28th ACM Joint Meeting on European Software Engineering Conference and Symposium on the Foundations of Software Engineering. Virtual Event USA: ACM; 2020 [acceso 28/09/2021]. p. 1240-50. Disponible en: https://dl.acm.org/doi/10.1145/3368089.3417063

  36. Liu C-X, Ouyang W-W, Wang X-W, Chen D, Jiang Z-L. Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore). 2020;99(16):e19687. DOI: http://dx.doi.org/10.1097/MD.0000000000019687

  37. Zhang Y, Zhou L, Liu X, Liu L, Wu Y, Zhao Z, et al. The Effectiveness of the Problem-Based Learning Teaching Model for Use in Introductory Chinese Undergraduate Medical Courses: A Systematic Review and Meta-Analysis. Baradaran HR, editor. PLOS ONE. 2015 [acceso 15/08/2020];10(3):e0120884. Disponible en: https://dx.plos.org/10.1371/journal.pone.0120884

  38. Sung T-W, Wu T-T. Learning With E-books and Project-based Strategy in a Community Health Nursing Course. CIN Comput Inform Nurs. 2018 [acceso 15/08/2020];36(3):140-6. Disponible en: https://journals.lww.com/00024665-201803000-00006

  39. Wu T-T. The Use of a Mobile Assistant Learning System for Health Education Based on Project-Based Learning. CIN Comput Inform Nurs. 2014 [acceso 06/03/2020];32(10):497-503. Disponible en: https://journals.lww.com/00024665-201410000-00007

  40. Naar JJ, Weaver RH, Sonnier-Netto L, Few-Demo A. Experiential education through project-based learning: Sex and aging. Gerontol Geriatr Educ. 2019 [acceso 05/03/2020];1-13. Disponible en: https://www.tandfonline.com/doi/full/10.1080/02701960.2019.1708349

  41. Ghaffarifar S, Ghofranipour F, Ahmadi F, Khoshbaten M. Why Educators Should Apply Theories and Models of Health Education and Health Promotion to Teach Communication Skills to Nursing and Medical Students. Nurs Midwifery Stud. 2015 [acceso 19/06/2021];4(4). Disponible en: http://www.nmsjournal.com/?page=article&article_id=29774

  42. Kershaw G, Grivna M, Elbarazi I, AliHassan S, Aziz F, Al Dhaheri AI. Integrating Public Health and Health Promotion Practice in the Medical Curriculum: A Self-Directed Team-Based Project Approach. Front Public Health. 2017 [acceso 14/08/2020];5:193. Disponible en: http://journal.frontiersin.org/article/10.3389/fpubh.2017.00193/full

  43. Radon K, Kurtz L, Carvalho D, Encina V, van Dijk F, Meneses C, et al. Project-based training as a tool to tackle occupational health challenges in developing countries. En: Occupational Health and Development. BMJ Publishing Group Ltd; 2018 [acceso 19/06/2021]. p. A305.3-A306. Disponible en: https://oem.bmj.com/lookup/doi/10.1136/oemed-2018-ICOHabstracts.875

  44. Dehdashti A, Mehralizadeh S, Kashani MM. Incorporation of Project-based Learning into an Occupational Health Course. J Occup Health. 2013 [acceso 14/08/2020];55(3):125-31. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1539/joh.12-0162-OA

  45. Krishnan MS. National Programme on Technology Enhanced Learning (NP?):OER and beyond. En: Dhanarajan G, Porter D, editores. Vancouver, BC: Commonwealth of Learning; 2013 [acceso 17/08/2020]; p. 239-47. Disponible en: http://www.col.org/resources/publications/Pages/detail.aspx?PID=441

  46. Baser D, Ozden MY, Karaarslan H. Collaborative project-based learning: an integrative science and technological education project. Res Sci Technol Educ. 2017 [acceso 14/08/2020];35(2):131-48. Disponible en: https://www.tandfonline.com/doi/full/10.1080/02635143.2016.1274723

  47. Ogilvie JM, Ribbens E. Professor Eric Can't See: A Project-Based Learning Case for Neurobiology Students. J Undergrad Neurosci Educ JUNE Publ FUN Fac Undergrad Neurosci. 2016 [acceso 21/08/2020];15(1):C4-6. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5105973/pdf/june-15-c4.pdf

  48. Lemons ML. Locate the Lesion: A Project-Based Learning Case that Stimulates Comprehension and Application of Neuroanatomy. J Undergrad Neurosci Educ JUNE Publ FUN Fac Undergrad Neurosci. 2017 [acceso 14/04/2020];15(2):C7-10. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5480848/pdf/june-15-c7.pdf

  49. Emery LR, Morgan SL. The application of project-based learning in bioinformatics training. Ouellette F, editor. PLOS Comput Biol. 2017 [acceso 11/05/2020];13(8):e1005620. Disponible en: https://dx.plos.org/10.1371/journal.pcbi.1005620

  50. Song L-Q, Han J-L, Liu D, Dai Z-J, Zhang S-Q, Braun T. Psychological effects of project-based learning in participants receiving clinical oncology teaching: A protocol of systematic review of randomized controlled trials. Medicine (Baltimore). 2020 [acceso 18/05/2020];99(2):e18514. Disponible en: https://journals.lww.com/10.1097/MD.0000000000018514

  51. Costa-Silva D, Côrtes JA, Bachinski RF, Spiegel CN, Alves GG. Teaching Cell Biology to Dental Students with a Project-Based Learning Approach. J Dent Educ. 2018 [acceso 14/08/2020];82(3):322-31. Disponible en: http://doi.wiley.com/10.21815/JDE.018.032

  52. Yoo S-H, Bae S-M, Shin B-M, Shin S-J. The effect of project-based learning modules on a community dental hygiene practicum in South Korea. J Dent Educ. 2020 [acceso 24/06/2020];84(4):418-28. Disponible en: http://doi.wiley.com/10.1002/jdd.12047

  53. Jia X, Zeng W, Zhang Q. Combined administration of problem- and lecture-based learning teaching models in medical education in China: A meta-analysis of randomized controlled trials. Medicine (Baltimore). 2018 [acceso 17/04/2020];97(43):e11366. Disponible en: https://journals.lww.com/00005792-201810260-00001

  54. Robinson JK. Project-based learning: improving student engagement and performance in the laboratory. Anal Bioanal Chem. 2013 [acceso 11/08/2020];405(1):7-13. Disponible en: http://link.springer.com/10.1007/s00216-012-6473-x

  55. Mateo E, Sevillano E. Project-based learning methodology in the area of microbiology applied to undergraduate medical research. FEMS Microbiol Lett. 2018 [acceso 20/06/2021];365(13). Disponible en: https://academic.oup.com/femsle/article/doi/10.1093/femsle/fny129/4998854

  56. Helle L, Tynjälä P, Olkinuora E. Project-Based Learning in Post-Secondary Education-Theory, Practice and Rubber Sling Shots. High Educ. marzo de 2006 [acceso 08/07/2020];51(2):287-314. Disponible en: http://link.springer.com/10.1007/s10734-004-6386-5

  57. Jalinus N, Nabawi RA, Mardin A. The Seven Steps of Project Based Learning Model to Enhance Productive Competences of Vocational Students. En: Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017). Yogyakarta, Indonesia: Atlantis Press; 2017 [acceso 28/09/2021]. Disponible en: http://www.atlantis-press.com/php/paper-details.php?id=25884523

  58. Wing-yi Cheng Rebecca, Lam S, Chung-yan Chan Joanne. When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. Br J Educ Psychol. 2008 [acceso 16/08/2020];78(2):205-21. Disponible en: http://doi.wiley.com/10.1348/000709907X218160

  59. Zakaria MI, Maat SM, Khalid F. A Systematic Review of Problem Based Learning in Education*. Creat Educ. 2019 [acceso 14/04/2020];10(12):2671-88. Disponible en: https://www.scirp.org/journal/doi.aspx?doi=10.4236/ce.2019.1012194

  60. Bell S. Project-Based Learning for the 21st Century: Skills for the Future. Clear House J Educ Strateg Issues Ideas. 2010 [acceso 06/06/2020];83(2):39-43. Disponible en: http://www.tandfonline.com/doi/full/10.1080/00098650903505415

  61. Albritton S, Stacks J. Implementing a project-based learning model in a pre-service leadership program. Int J Educ Leadersh Prep. 2016 [acceso 20/06/2021];11(1). Disponible en: https://eric.ed.gov/?id=EJ1103657

  62. McConnell TJ, Parker JM, Eberhardt J. Problem-Based Learning as an Effective Strategy for Science Teacher Professional Development. Clear House J Educ Strateg Issues Ideas. 2013 [acceso 19/07/2020];86(6):216-23. Disponible en: http://www.tandfonline.com/doi/full/10.1080/00098655.2013.826486

  63. Smylie MA, Eckert J. Beyond superheroes and advocacy: The pathway of teacher leadership development. Educ Manag Adm Leadersh. 2018 [acceso 18/04/2020];46(4):556-77. Disponible en: http://journals.sagepub.com/doi/10.1177/1741143217694893

  64. Kokotsaki D, Menzies V, Wiggins A. Project-based learning: A review of the literature. Improv Sch. 2016 [acceso 14/08/2020];19(3):267-77. Disponible en: http://journals.sagepub.com/doi/10.1177/1365480216659733

  65. Yew EHJ, Goh K. Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Prof Educ. 2016 [acceso 04/06/2020];2(2):75-9. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S2452301116300062

  66. Maldonado Pérez M. APRENDIZAJE BASADO EN PROYECTOS COLABORATIVOS. Una experiencia en educación superior. Laurus. 2008 [acceso 22/05/2020];14(28):158-80. Disponible en: https://www.redalyc.org/articulo.oa?id=76111716009




2020     |     www.medigraphic.com