Aprendizaje basado en problemas multiprofesional: Estudio cualitativo desde la perspectiva de los tutores

• Nancy Navarro H ^[1] ; Mónica Illesca P ^[1] ; Mirtha Cabezas G ^[1]
  1. [1] Universidad de La Frontera

     Universidad de La Frontera

     Temuco, Chile

     
• Localización: Revista Médica de Chile, ISSN-e 0034-9887, Vol. 137, Nº. 2, 2009, págs. 246-254
• Idioma: español
• Títulos paralelos:
  • Problem based learning from the perspective of tutors
• Enlaces
  • Texto completo
• Resumen

  • Background: Problem based learning is a student centered learning technique that develops deductive, constructive and reasoning capacities among the students. Teachers must adapt to this paradigm of constructing rather than transmitting knowledge. Aim: To interpret the importance of tutors in problem based learning during a module of Health research and management given to medical, nursing, physical therapy, midwifery, technology and nutrition students. Material and methods: Eight teachers that participated in a module using problem based learning accepted to particípate in an in depth interview. The qualitative analysis of the textual information recorded, was performed using the ATLAS software. Results: We identiñed 662 meaning units, grouped in 29 descriptive categories, with eight emerging meta categories. The sequential and cross-generated qualitative analysis generated four domains: competence among students, competence of teachers, student-centered learning and evaluation process. Conclusions: Multiprofessional problem based learning contríbutes to the development of generic competences among future health professionals, such as multidisciplinary work, critical capacity and social skills. Teachers must shelter the students in the context of their problems and social situation.