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

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...

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Autores:
Domínguez Amorocho, Omar Domínguez
Contreras Ramos, Luz Mery
Ramírez Lemus, Gloria Marcela
Acevedo Alonso, Luis Carlos
Tipo de recurso:
Article of investigation
Fecha de publicación:
2021
Institución:
Universidad Cooperativa de Colombia
Repositorio:
Repositorio UCC
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OAI Identifier:
oai:repository.ucc.edu.co:20.500.12494/49169
Acceso en línea:
https://hdl.handle.net/20.500.12494/49169
Palabra clave:
Educación
Aprendizaje basado en proyectos
Aprendizaje basado en problems
Ciencias de la salud
Education
Project-based learning
Problem-based learning
Health Sciences
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http://purl.org/coar/access_right/c_14cb
id COOPER2_a3db923a9a239a9bf11fa4560df2fb33
oai_identifier_str oai:repository.ucc.edu.co:20.500.12494/49169
network_acronym_str COOPER2
network_name_str Repositorio UCC
repository_id_str
dc.title.none.fl_str_mv Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
title Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
spellingShingle Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
Educación
Aprendizaje basado en proyectos
Aprendizaje basado en problems
Ciencias de la salud
Education
Project-based learning
Problem-based learning
Health Sciences
title_short Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
title_full Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
title_fullStr Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
title_full_unstemmed Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
title_sort Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud
dc.creator.fl_str_mv Domínguez Amorocho, Omar Domínguez
Contreras Ramos, Luz Mery
Ramírez Lemus, Gloria Marcela
Acevedo Alonso, Luis Carlos
dc.contributor.author.none.fl_str_mv Domínguez Amorocho, Omar Domínguez
Contreras Ramos, Luz Mery
Ramírez Lemus, Gloria Marcela
Acevedo Alonso, Luis Carlos
dc.subject.none.fl_str_mv Educación
Aprendizaje basado en proyectos
Aprendizaje basado en problems
Ciencias de la salud
topic Educación
Aprendizaje basado en proyectos
Aprendizaje basado en problems
Ciencias de la salud
Education
Project-based learning
Problem-based learning
Health Sciences
dc.subject.other.none.fl_str_mv Education
Project-based learning
Problem-based learning
Health Sciences
description 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.
publishDate 2021
dc.date.issued.none.fl_str_mv 2021-01-01
dc.date.accessioned.none.fl_str_mv 2023-04-19T19:16:12Z
dc.date.available.none.fl_str_mv 2023-04-19T19:16:12Z
dc.type.none.fl_str_mv Artículos Científicos
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/article
dc.type.version.none.fl_str_mv info:eu-repo/semantics/publishedVersion
format http://purl.org/coar/resource_type/c_2df8fbb1
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dc.identifier.issn.none.fl_str_mv 08642141
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12494/49169
dc.identifier.bibliographicCitation.none.fl_str_mv Domínguez-Amorocho Omar Alberto, Contreras Ramos Luz Mery, Ramírez Lemus Gloria Marcela, Acevedo Alonso Luis Carlos. Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud. Educ Med Super. 35( 4 ): e2442. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412021000400012&lng=es.
identifier_str_mv 08642141
Domínguez-Amorocho Omar Alberto, Contreras Ramos Luz Mery, Ramírez Lemus Gloria Marcela, Acevedo Alonso Luis Carlos. Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud. Educ Med Super. 35( 4 ): e2442. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412021000400012&lng=es.
url https://hdl.handle.net/20.500.12494/49169
dc.relation.isversionof.none.fl_str_mv http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412021000400012&lng=es.
dc.relation.ispartofjournal.none.fl_str_mv Revista Cubana de Educacion Medica Superior
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spelling Domínguez Amorocho, Omar DomínguezContreras Ramos, Luz MeryRamírez Lemus, Gloria MarcelaAcevedo Alonso, Luis Carlos2023-04-19T19:16:12Z2023-04-19T19:16:12Z2021-01-0108642141https://hdl.handle.net/20.500.12494/49169Domínguez-Amorocho Omar Alberto, Contreras Ramos Luz Mery, Ramírez Lemus Gloria Marcela, Acevedo Alonso Luis Carlos. Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud. Educ Med Super. 35( 4 ): e2442. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412021000400012&lng=es.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.Introduction: In teaching-learning processes, professors must continually reflect on the strategies applied directly in the classroom. The effect of methodologies such as problem-based learning, project-based learning, technology-supported simulations, among others, has been studied in comparison with traditional methodologies. Objective: To describe the strengths of project-based learning as an educational strategy in the context of health sciences. Development: The teaching-learning process of health sciences requires dynamic strategies that allow the articulation of the acquired knowledge, with a practical vision of disciplines in a context based on problem solving and critical thinking. Project-based learning is highlighted as a methodology that requires active, investigative and reflective participation to solve a problem; thus, knowledge is the consequence of discussion, argumentation and decision-making, which imply the construction of such a solution. Conclusions: Project-based learning can introduce improvements and changes with respect to traditional strategies, by promoting motivation, collaborative work, as well as knowledge acquisition and consolidation in students. Likewise, it is a methodology based on student self-training and strengthening their capacity for oral and written expression, as well as time planning, thus facilitating the formation and participation in interdisciplinary teams, essential competences for an ideal performance of health professionals.0000-0002-8989-01390000-0002-1858-67890000-0003-4123-69280000-0003-2629-9293luz.contrerasr@campusucc.edu.coe2442 p.Universidad Cooperativa de Colombia, Bucaramanga, Programa de EnfermeríaEnfermeríaBucaramangahttp://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412021000400012&lng=es.Revista Cubana de Educacion Medica SuperiorGreece 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. 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Disponible en: https://www.redalyc.org/articulo.oa?id=76111716009 [ Links ] Recibido: 01 de Junio de 2020EducaciónAprendizaje basado en proyectosAprendizaje basado en problemsCiencias de la saludEducationProject-based learningProblem-based learningHealth SciencesAprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la saludArtículos Científicoshttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbPublicationORIGINALArtículo_ABP como una estrategia para la enseñanza en ciencias de la salud.pdfArtículo_ABP como una estrategia para la enseñanza en ciencias de la salud.pdfapplication/pdf308447https://repository.ucc.edu.co/bitstreams/bdec8281-789e-4593-8b8e-5771b86897fa/downloadc5bf366558fd72afb8640b04b6c4f1e0MD52LICENSElicense.txtlicense.txttext/plain; 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