Publication: Una visión panorámica desde el mundo microscópico. Aprendizaje basado en problemas en las prácticas de Organografía Microscópica Humana en el segundo curso del grado de Medicina
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2017-07-30
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Universidad Complutense de Madrid
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Abstract
El aprendizaje basado en problemas fue desarrollado para la educación en medicina hace más de treinta años. Es una técnica de aprendizaje que plantea problemas para fomentar en los estudiantes la investigación, la integración de los conocimientos teóricos y prácticos y la aplicación de ellos para dar una solución viable al problema planteado. El aprendizaje basado en proyectos es muy similar al descrito anteriormente salvo que, se pide la generación de un producto final con la solución al problema que sirva para su explicación y difusión.
La estructura del aprendizaje basado en problemas/proyectos es: 1) planteamiento del problema, 2) Debate de ideas, 3) Búsqueda y procesamiento de la información, 4) Resolución del problema, 5) Elaboración del producto final, 6) Evaluación del proceso y del producto 7) Difusión.
La asignatura de Organografía Microscópica Humana es impartida por profesores del departamento de Biología Celular en el 2o año del grado de Medicina. La asignatura comprende clases teóricas y prácticas. Éstas últimas se imparten en 17 clases de dos horas de duración. Para este proyecto las prácticas se dividirán en seis bloques con duración de entre dos y tres clases cada bloque.
En cada módulo planteamos un problema. En el tiempo que dure el bloque los estudiantes buscarán una solución y la plasmarán en una presentación que les servirá para explicar su solución al resto de sus compañeros. Las presentaciones fueron revisadas y corregidas por los profesores y finalmente subidas al campus virtual en formato pdf.
Problem-based learning was developed for medical education more than thirty years ago. It is a learning technique that poses problems to encourage students to research, the integration of theoretical and practical knowledge and the application of them to provide a viable solution to the problem. Project-based learning is very similar to the one described above except that the generation of a final product with the solution to the problem is requested for its explanation and dissemination. The structure of problem-based learning / projects is: 1) problem statement, 2) Discussion of ideas, 3) Search and processing of information, 4) Resolution of the problem, 5) Preparation of the final product, 6) Evaluation of the process and the product 7) Diffusion. The subject of Human Microscopic Organography is taught by professors of the Department of Cell Biology in the 2nd year of the degree of Medicine. The subject includes theoretical and practical classes. The latter are taught in 17 two-hour classes. For this project the practices will be divided into six blocks lasting between two and three classes each block. In each module we pose a problem. In the time that the block lasts, the students will look for a solution and will translate it into a presentation that will help them explain their solution to the rest of their classmates. The presentations were reviewed and corrected by the professors and finally uploaded to the virtual campus in pdf format.
Problem-based learning was developed for medical education more than thirty years ago. It is a learning technique that poses problems to encourage students to research, the integration of theoretical and practical knowledge and the application of them to provide a viable solution to the problem. Project-based learning is very similar to the one described above except that the generation of a final product with the solution to the problem is requested for its explanation and dissemination. The structure of problem-based learning / projects is: 1) problem statement, 2) Discussion of ideas, 3) Search and processing of information, 4) Resolution of the problem, 5) Preparation of the final product, 6) Evaluation of the process and the product 7) Diffusion. The subject of Human Microscopic Organography is taught by professors of the Department of Cell Biology in the 2nd year of the degree of Medicine. The subject includes theoretical and practical classes. The latter are taught in 17 two-hour classes. For this project the practices will be divided into six blocks lasting between two and three classes each block. In each module we pose a problem. In the time that the block lasts, the students will look for a solution and will translate it into a presentation that will help them explain their solution to the rest of their classmates. The presentations were reviewed and corrected by the professors and finally uploaded to the virtual campus in pdf format.
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1. Spaulding WB. McMaster University. Candian Medical Association Journal 1969; 100: 659-664.The undergraduate medical curriculum (1969 model).
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