¿Cómo el aprendizaje basado en problemas (ABP) transforma los sentidos educativos del programa de Medicina de la Universidad de Antioquia?

ABSTRACT: Ever since curricular reforms were made at the Faculty of Medicine (University of Antioquia, Medellín, Colombia), Problem Based Learning has been implemented as one of the active didactic strategies that may help students to lead their process of learning. To assess the impact of this strategy on the curriculum, a qualitative research was carried out. All the results: interviews with experts, surveys with the participants in the strategy and documents written by professors of the medical school were triangulated. Findings show that participants are satisfied with the use of the strategy and acknowledge its importance in the integral formation of students. However, PBL is not the only teaching option to be used in our curriculum.

• Autores: Galindo Cárdenas, Leonor Angélica; Arango Rave, María Elena; Díaz Hernández, Diana Patricia; Villegas Múnera, Elsa María; Aguirre Muñoz, Carlos Enrique; Kambourova Kambourova, Miglena Gueorguieva; Jaramillo Marín, Paula Andrea
• Tipo de recurso: Article of investigation
• Fecha de publicación: 2011
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/12646
• Acceso en línea: http://hdl.handle.net/10495/12646
• Palabra clave: Aprendizaje Basado en Problemas; Educación Médica
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 2.5 Colombia (CC BY-NC-SA 2.5 CO)