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El aprendizaje basado en problemas como técnica didáctica para llevar la enseñanza de la medicina a la práctica
dc.contributor.author | Luna Durán, Ana María | |
dc.coverage.spatial | Medicina | spa |
dc.date.accessioned | 2019-02-26T19:37:38Z | |
dc.date.accessioned | 2019-12-30T17:06:59Z | |
dc.date.available | 2019-02-26T19:37:38Z | |
dc.date.available | 2019-12-30T17:06:59Z | |
dc.date.issued | 2018-11-29 | |
dc.identifier.uri | http://hdl.handle.net/10654/20533 | |
dc.description.abstract | La enseñanza de la medicina es un perfecto ejemplo de cómo el aprendizaje basado en problemas, cuando se aplica de manera didáctica logra establecer una sinapsis perfecta entre el aprendizaje significativo y la aplicación de lo aprendido en la vida diaria, logrando verdaderamente entender el para qué de lo que se aprende y cómo se aprende y por lo tanto, llevar a cabo el proceso cognoscitivo de aprender a aprender. Este proceso es de vital importancia en los estudiantes de medicina, teniendo en cuenta que el aprender medicina está supeditado a la capacidad del estudiante de aplicar dichos conocimientos, no tiene función un médico con un entendimiento profundo de los conceptos pero sin la capacidad de aplicarlos a la hora de afrontarse a los pacientes de su práctica clínica. Adicionalmente siendo la medicina un campo siempre cambiante con innovaciones constantes, el desarrollo de las capacidades de búsqueda de información y solución de problemas que desarrollara el estudiante con la aplicación del aprendizaje basado en problemas será fundamental en la práctica siempre cambiante de la medicina actual. | spa |
dc.format | spa | |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | spa |
dc.language.iso | spa | spa |
dc.publisher | Universidad Militar Nueva Granada | spa |
dc.rights | Derechos Reservados - Universidad Militar Nueva Granada, 2018 | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/2.5/co/ | spa |
dc.title | El aprendizaje basado en problemas como técnica didáctica para llevar la enseñanza de la medicina a la práctica | spa |
dc.type | info:eu-repo/semantics/bachelorThesis | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.subject.lemb | EDUCACION SUPERIOR - METODOLOGIA | spa |
dc.subject.lemb | MEDICINA - ENSEÑANZA | spa |
dc.subject.lemb | PEDAGOGIA | spa |
dc.publisher.department | Facultad de Educación | spa |
dc.type.local | Trabajo de grado | spa |
dc.description.abstractenglish | Teaching and learning in medicine is a perfect example on how Problem based learning, when applying in a didactic way aims to create a perfect dynamic between significative learning and the concept appliance in daily life, achieving to understand why we learn and therefore, achieving to learn how to learn. This process is vital for medical students because in medicine what`s really important is the capacity that student have to put into practice what they have learned in classes, there is no need for a doctor with plenty knowledge in a specific subject but who is unable of taking that knowledge into his clinical practice. Additionally, taking into account that medicine is always changing and innovating, it is vital for medical student to develop the capacity of searching for the correct information and use that information in the process of solving the problems it will face in his day to day practice. | eng |
dc.title.translated | Problem based learning as a teaching technique that helps lead medical learning to practice | spa |
dc.subject.keywords | Problem based learning | spa |
dc.subject.keywords | teaching practices in medicine | spa |
dc.subject.keywords | meaningful learning | spa |
dc.subject.keywords | teaching strategies in medicine | spa |
dc.publisher.program | Especialización en Docencia Universitaria | spa |
dc.creator.degreename | Especialista en Docencia Universitaria | spa |
dc.description.degreelevel | Especialización | spa |
dc.publisher.faculty | Educación y Humanidades - Especialización en Docencia Universitaria | spa |
dc.type.dcmi-type-vocabulary | Text | spa |
dc.type.version | info:eu-repo/semantics/acceptedVersion | spa |
dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas | spa |
dc.relation.references | Aleman, Janette (2017) Estrategias de Aprendizaje en los Posgrados de Anestesiología, ventajas y de | spa |
dc.relation.references | Ausubel, David (1963) The Pshycology of meaningful verbal learning. New York, USA, Grune & Stratton. | spa |
dc.relation.references | Barrows, Howard (1980) Problem-based learning an approach to medical education. New York, Estados Unidos, Springer Series on Medical Education. | spa |
dc.relation.references | Carrasco, Jose Bernardo (2004) Una Didáctica para Hoy. Madrid, España. Ediciones Rialp. | spa |
dc.relation.references | Collard, A. Gelaes, S. Vanbelle, Sophie (2009) Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum. Medical Education, 43(9), 854-865 | spa |
dc.relation.references | Dochy, F. Segers, M. (2003) Effects of problem-based learning: a meta- analysis. Learning and Instruction. 75(1), 27-61 | spa |
dc.relation.references | Dolmans, D. Gijbels, D (2013) Research on problem based learning. Medical Education. 47(2), 214-218 | spa |
dc.relation.references | Kilroy DA (2004) Problem based learning. Emergency medicine journal. 21, 411-413 | spa |
dc.relation.references | Koh, G (2016) Revisiting the ‘Essentials of problem-based learning’. Medical Education. 50(6) 596-599 | spa |
dc.relation.references | Loyens, S (2008) Self-directed learning in problem-based learning and its relationships with self- regulated learning. Educational Psychology Review. 20(4), 411-427 | spa |
dc.relation.references | Neville, Allan (2009) Problem based learning and medical education 40 years on. Medical Principles and Practice. 18, 1-9 | spa |
dc.relation.references | Niwa, Masayuki. Saiki, Takuya. (2016) The Effects of Problem-Based-Learning on the Academic Achievements of Medical Students in One Japanese Medical School, Over a Twenty-Year Period. Health Professions Education, volumen 2, 3-9 | spa |
dc.relation.references | Norman GR. Wenghofer, E. Klass D. (2016) Predicting doctor performance outcomes of curriculum interventions: problem-based learning and continuing competence. Medical Education. 42(8), 794-9 | spa |
dc.relation.references | Norman, GR. Schmidt, H (2016) Revisiting Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education. 34(9), 721-8 | spa |
dc.relation.references | Novak, Joseph. (1993) The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Misconceptions Trust: Ithaca, NY. | spa |
dc.relation.references | Ortiz, A (2009). Pedagogía problémica. Bogotá, Colombia, Magisterio Editorial. | spa |
dc.relation.references | Pease MA, Kuhn D. (2011) Experimental analysis of the effective components of problem-based learning. International Journal of Science Education Vol 95(1): 57–86. | spa |
dc.relation.references | Sastoque, Diana. Avila, Jose. Aprendizaje Basado en Problemas para la construcción de la competencia de Pensamiento Crítico. Voces y Silencios: Revista Latinoamericana de Educación. Volumen 7 No. 1, 148-172 | spa |
dc.relation.references | Servant-Miklos, Virginie. (2018) Fifty Years on: A Retrospective on the World's First Problem-based Learning Programme at McMaster University Medical School. Health Professions Education. Recuperado de https://doi.org/10.1016/j.hpe.2018.04.002 | spa |
dc.relation.references | Uribe, Laura (2018) Aprendizaje Basado en Problemas: Un método que contribuye en la calidad de la educación superior en Colombia. Tesis de Grado. Universidad Militar Nueva Granada, Colombia. | spa |
dc.subject.proposal | enseñanza de la medicina | spa |
dc.subject.proposal | aprendizaje significativo | spa |
dc.subject.proposal | herramientas didácticas en medicina | spa |
dc.subject.proposal | estrategias de aprendizaje en medicina | spa |
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