Las pirámides de la educación médica: una síntesis sobre su conceptualización y utilidad
DOI:
https://doi.org/10.18597/rcog.3994Palabras clave:
educación médica, enseñanza, aprendizaje, evaluación, currículoResumen
Objetivos: examinar los aspectos conceptuales que sustentan las pirámides educativas, sus limitaciones, las modificaciones que se han propuesto en algunas de ellas y hacer una descripción de su utilidad.
Materiales y métodos: a partir de la selección de las pirámides con base en que el diseño gráfico hubiera sido parte de su conceptualización original, y de la descripción conceptual, se hace una reflexión de las críticas que han sido objeto y las modificaciones resultado de estas observaciones y del uso que se ha dado a las pirámides más comúnmente utilizadas en la educación médica.
Resultados: se incluyeron cinco pirámides: George Miller, Edgar Dale, Donald Kirkpatrick, Benjamín Bloom, y Abraham Maslow. Las pirámides describen diferentes aspectos de la evaluación en la educación médica, ya sea en los individuos o en los programas, tales como: competencias, identidad, confiabilidad, aprendizaje, comportamiento, resultado, complejidad cognitiva y realización personal.
Conclusiones: las pirámides revisadas han contribuido, como referentes teóricos, para el soporte de procesos educativos en las profesiones de la salud. Su utilidad práctica es extensiva a diferentes especialidades y niveles de educación por cuanto pueden asistir a los profesores para optimizar los procesos de diseño curricular, instruccional y de evaluación. Es importante evaluar, en el medio local, los efectos en los programas de ciencias de la salud que se han basado en estos referentes teóricos.
Biografía del autor/a
Luis Carlos Domínguez-Torres, Universidad de La Sabana, Chía (Colombia).
Departamento de Cirugía, Universidad de La Sabana, Chía (Colombia).
Neil Valentín Vega-Peña, Universidad de La Sabana, Chía (Colombia).
Departamento de Cirugía, Universidad de La Sabana, Chía (Colombia).
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