medigraphic.com
ISSN 1665-2576 (Impreso)

2013, Número S1

<< Anterior Siguiente >>

Rev Mex Cir Endoscop 2013; 14 (S1)


La revolución pedagógica en la cirugía, parte II. Las teorías del aprendizaje y las bases metodológicas de la enseñanza

Quirarte CC, Muñoz HJD

Idioma: Español
Referencias bibliográficas: 64
Paginas: 23-36
Archivo PDF: 225.02 Kb.


RESUMEN

Se analizan los principios pedagógicos y técnicos del cambio educativo en cirugía. Se realizó una descripción somera y un análisis de los modelos más importantes y trascendentes en la psicopedagogía, como la taxonomía de los objetivos educacionales de Bloom y los dominios del aprendizaje; el modelo de aprendizaje de las destrezas motoras de Fitts y Posner y sus etapas; otros conceptos en el mismo rubro, como el aprendizaje «explícito» y el aprendizaje «implícito». Se enunciaron los hallazgos sobre las bases neurológicas del aprendizaje de las habilidades psicomotoras, la importancia del fenómeno de la «atención» y de la «automatización» de las destrezas. Se discute la famosa «curva de aprendizaje» y la importancia de trasladarla del quirófano al simulador y se trata el importante tema de la «práctica deliberada» como estrategia fundamental en la adquisición de las habilidades técnicas, incluyendo la noción de «deconstrucción» de las tareas. Se contrastan los conceptos de «entrenamiento» versus «familiarización». Metodología: Se realizó una búsqueda de los artículos pertinentes al tema, por internet a través de Medline, Pubmed NCBI, Google Académico, Medigraphic y Wikipedia, utilizando los descriptores: «surgical education», «surgical teaching», «simulators in surgery», «surgical competencies», «metodología de la investigación», «teorías del aprendizaje», «aprendizaje de destrezas motoras» y mediante consulta de algunos libros originales sobre los temas tratados.


REFERENCIAS (EN ESTE ARTÍCULO)

  1. Quijano M. La medicina en México de 1940 al 2000. Rev Fac Med UNAM 2003: 46; 215-216.

  2. Grantcharov TP, Reznik RK. Teaching Procedural Skills. BMJ 2008; 336: 1129–1131.

  3. Sackier JM. Evaluation of technical surgical skills. Surg Endosc 1998; 12: 1109–1110.

  4. Debas HT, Bas BL, Brennan MF, Flynn TC, Folse JR et al. American Surgical Association Blue Ribbon Committee Report on Surgical Education: 2004. Ann Surg 2005; 241: 1-8.

  5. Thomas, W. Teaching and assesing surgical competence. Martin Allgöwer Lecture. Ann R Coll Surg Eng 2006; 88: 429-432.

  6. García-García JA, González-Martínez JF, Estrada-Aguilar L, Uriega-González S. Educación médica basada en competencias. Rev Med Hosp Gen Mex 2010; 73: 57-69.

  7. Arreola RA, Theall M, Aleamoni LM. Beyond scholarship: recognizing the multiple roles of the professoriate [internet]. American Educational Research Association, 2003. Disponible en: http://www.cccs.edu/Docs/dev-ed/Scholarship%20of%20Teaching%20and%20Learning.pdf

  8. http://www.quotationspage.com/

  9. Theory into practice, Vol 41, number 4 Autum 2002. Copyright © 2002. College of Education, The Ohio state University.

  10. Forehand M. Bloom’s taxonomy emerging perspectives on learning, teaching and technology [internet], 2005. Disponible en: http://projects.coe.uga.edu/epltt/index.php?title=Bloo%27s_Taxonomy

  11. Zheng AY, Lawhorn JK, Lumley T, Freeman S. Assessment. Application of Bloom´s taxonomy debunks the “MCAT Myth”. Science 2008; 319; 414-415.

  12. Churches A. Bloom’s Taxonomy Blooms Digitally. [En línea], 2008. Available: http://www.techlearning.com/showArticle.php?articleID=196605124

  13. Hamdorf JM, Hall JC. Acquiring Surgical Skills. BJS 2000M; 87: 28-37.

  14. Real Academia Española. Diccionario de la Lengua Española. Vol. II. Vigésima segunda edición. Madrid: Espasa-Calpe, 2001.

  15. Roberts KE, Bell RL, Duffy AJ. Evolution of surgical skills training. WJ Gastroenterol 2006; 12: 3219-3224.

  16. Grawe E. Seminario. El Ejercicio actual de la medicina. La enseñanza de la cirugía. facmed.unam.mx [En línea], 1996. Disponible en: www.facmed.unam.mx/eventos/seam2k1/2006/oct_ponencia.html

  17. Reznick RK, MacRae H. Teaching surgical skills-changes in the wind. N Eng J Med 2006; 355: 2664-2669.

  18. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990; 65: 63-67.

  19. Wulf G, Schmidt RA. Variability of practice and implicit motor learning. J Exp Psycol 1997; 24: 987-1006.

  20. Stylopoulos N, Coting S, Maithel SK, Ottensmeyer M, Jackson PG, Bardsley RS et al. Computer-enhanced laparoscopic training system (CELTS): bridging the gap. Surg Endosc 2004; 18: 782-789.

  21. Arora S, Aggarwal R, Sedvalis N, Moran A, Sirimanna P, Kneebone R et al. Development and validation of mental practice as a training strategy for laparoscopic surgery. Surg Endosc 2010; 24: 179-187.

  22. Wilson MR, Vine SJ, Bright E, Masters RSW, Defriend D, McGrath JS. Gaze training enhances laparoscopic technical skill acquisition and multi-tasking performance: a randomized, controlled study. Surg Endosc 2011; 25: 3731-3739.

  23. Wilson MR, McGrath JS, Vine SJ, Brewer J, Defriend D, Masters RSW. Perceptual impairement and psychomotor control in virtual laparoscopic surgery. Surg Endosc 2011; 25: 2268-2274.

  24. Khan RS, Tien G, Atkins MS, Zheng B, Panton ON, Menghetti AT. Analysis of eye gaze: do surgeons look at the same location as expert surgeons during a laparoscopic operation? Surg Endosc 2012; 26: 3536-3540.

  25. Liao CM, Masters RS. Analogy learning: a means to implicit motor learning. J Sports Sci 2001; 19: 307-319.

  26. Maxwell JP, Masters RSW, Kerr E, Weedon E. The implicit benefit of learning without errors. The Quart. J. Exp Psych 2001; 54:1049-1068.

  27. Rosser JC, Lynch PJ, Haskamp L, Gentile DA, Yalif A. The impact of video games in surgical training. Arch Surg 2007; 142: 181-186.

  28. Van Dongen KW, Verleisdonk EM, Schijven MP, Broeders AM. Will the Playstation generation become better endoscopic surgeons? Surg Endosc 2011; 25: 2275–2280.

  29. Aggarwal R, Darzi A. Technical-skills training in the 21st Century. N Eng J Med 2006; 355: 2695-2696.

  30. Zhu FF, Poolton JM, Wilson MR, Hu Y, Maxwell JP, Masters RS. Implicit motor learning promotes neural efficiency during laparoscopy. Surg Endosc 2011; 25: 2950-2955.

  31. Ohuchida K, Kenmotsu H, Yamamoto A, Sawada K, Hayami T, Morooka A et al. The frontal cortex is activated during learning of endoscopic procedures. Surg Endosc 2009; 23: 2296-2301.

  32. Willignham DB, Goedert-Eschmann K. The relation between implicit and explicit learning: evidence for parallel development. Psychologycal Science 1999; 10: 531-534.

  33. Zull, J. The Art of Changing the Brain. Sterling VA: Stylus Publishing LLC, 2002. Citado por: Pelley, John, PhD Deliberate Practice- A Primer A Resource for TTUHCSOM Expert Skills Program.

  34. Ericsson KA, Krampe RT, Tesch-Römer C. The role of deliberate practice in the acquisition of expert performance. psychological review 1993; 100: 363-406.

  35. Hsu KE, Man FY, Giziki RA, Feldman LS, Fried GM. Experiences surgeons can do more than one thing at a time: effect of distraction on performance of a simple laparoscopic and cognitive task by experienced and novice surgeons. Surg Endosc 2008; 22: 196-201.

  36. Gallagher AG, Ritter EM, Champion H, Higgings G, Fried MP, Moses G et al. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg 2005; 241: 364-372.

  37. Castanelli DJ. The rise of simulation in technical skills teaching and the implications for training novices in anaesthesia. Anaesth Intensive Care 2009; 37: 903-910.

  38. Dreyfus HL, Dreyfus SE. Mind over machine [aut. libro] improving medical outcome-zero tolerance. Citado por Gallagher & O’Sullivan: Fundamentals of Surgical Simulation. s.l.: New York Free Press, 1986, 8.

  39. Scott JD, Dunnington GL. The new ACS/APDS Skills Curriculum: moving the learning curve out of the operating room. J. Gastrointes Surg 2008; 12: 213-221.

  40. Mery CM, Greenberg JA, Patel A, Jaik NP. Teaching and assessing the ACGME competencies in surgical residency. Bulletin of the American College of Surgeons 1988; 93: 39-47.

  41. http//www.ACGME acgme.org/acWebsite/RRC.

  42. Bell RH. How to teach uncommon and highly complex operations. J Gastrointest Surg 2011; 15: 1726-1727.

  43. Satava RM. Virtual reality surgical simulator. The first steps. Surg Endosc 1993; 7: 203-205.

  44. Raja R, Mishra RK. The impact of the learning curve in laparoscopic surgery. World J Laparoscopic surgery 2008; 1: 59-65. Disponible en: http://www.laparoscopyhospital.com/THE%20IMPACT%OF

  45. Fraser SA, Feldman LS, Stanbridge D, Fried GM. Characterizing the learning curve for a basic laparoscopic drill. Surg Endosc 2005; 19: 1572-1578.

  46. De Oliveira Filho GR. The construction of learning curves for basic skills in anesthetic procedures: application of the cumulative sum method. Anesth Analg 2002; 95: 411-416.

  47. McCarter FD, Luchette FA, Molloy M, Davis K, Johannigman JA, Frame SB et al. Institutional and individual learning curves for focussed abdominal ultrasound for trauma. Ann Surg 2000; 211: 689-700.

  48. Molloy M, Bower RH, Hasselgren PO, Dalton BJ. Cholangiography during laparoscopic cholecystectomy-cumulative sum analysis of an institutional learning curve. J Gastrointest Surg 1999; 3:185-188.

  49. Aggarwal R, Grantcharov TP, Darzi A. Framework for systematic training and assessment of technical skills. J. Am. Coll. Surg 2007; 204: 697-705.

  50. Jara Rascón J, Subirá Ríos D. Ética y aprendizaje en cirugía laparoscópica. Actas Urológicas Españolas 2006; 30. http://dx

  51. Arenas Márquez H. Curva de aprendizaje en cirugía laparoscópica. SECLA Endosurgery, http://www.seclaendosurgery.com/seclan16/edit.htm (Organo Oficial de la Sociedad Española de Cirugía Laparoscopica SECLA); 16.

  52. Haluck RS, Satava RM, Fried G, Lake C, Ritter EM, Sachdeva AK et al. Establishing a simulation center for surgical skills: what to do and how to do it. Surg Endosc 2007; 21: 1223-1232.

  53. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004; 79: 570-581.

  54. Bowen JC. Evolution of a surgeon: a 40-year perspective. J Gastroint Surg 2008. 12: 2051-2056.

  55. Gallagher AG. What’s the big deal about full phisics simulation, 2012. The Mentice Blog. About medical simulation. http://www.mentice.com/default.asp

  56. Pelley J. Deliberate Practice - A Primer. A Resource for TTUHSCSOM Expert Skills Program. http://www.ttuhsc.edu/som/success/documents/Primer%20onDeliberate%Practice.pdf

  57. Sarker SK, Chang A, Albrani T, Vincent C. Constructing hierarchical task analysis in surgery. Surg Endosc 2008; 2: 107-111.

  58. Gallagher AG, O’Sullivan GC. Fundamentals of Surgical Simulation. Improving Medical Outcome-Zero Tolerance 2012; 2: 39-66.

  59. Rosser JC, Young SM. The top gun laparoscopic skill and suturing program. Laparoscopy Today, 2004. Disponible en: http://www.laparoscopytoday.com/2004/01/the_top_gun_lap.html

  60. Verdaasdonk EGG, Stassen LPS, van Wijk RPJ, Dankelman J. The influence of different training schedules on the learning of psychomotor skills for endoscopic surgery. Surg Endosc 2007; 21: 214-219.

  61. Mackay S, Morgan P, Datta V, Chang A, Darzi A. Practice distribution in procedural skills training. A randomized controlled trial. Surg Endosc 2002; 16: 957-961.

  62. Heinrichs W LeRoy. Simulators for laparoscopic surgical skills training, prevention management of laparoendoscopic surgical complications. Society of Laparoendoscopic Surgeons 2005.

  63. Kolozsvari NO, Kaneva P, Brace C, Vassilou M, Fried GM, Feldman L et al. Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention. Surg Endosc 2011; 25: 2063-2070.




2020     |     www.medigraphic.com