Gincana para el estudio de la cardiología: un viaje lúdico hacia el aprendizaje significativo en el grado en Medicina
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2025-03
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Elsevier Espana S.L.U
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Introducción: la educación médica del siglo XXI ha adoptado nuevas estrategias centradas en el desarrollo de competencias de razonamiento clínico. La «Gincana para el estudio de la cardiología» tuvo como objetivo diseñar una actividad de aprendizaje activo para estudiantes de Medicina, fomentando un aprendizaje profundo, el desarrollo de habilidades prácticas y de pensamiento crítico, a la vez que ofrecía una experiencia educativa motivadora y atractiva. Dentro de la pirámide de Miller, esta práctica se centró en el «hacer cómo».
Materiales y método: el método utilizado se basó en el Modelo de Aprendizaje de la Universidad de Deusto. La estrategia se enfocó en 2 fases clave: experimentación activa y evaluación. La actividad se llevó a cabo en las instalaciones de simulación DeustoBio, donde los estudiantes, organizados en equipos, interpretaron datos clínicos y tomaron decisiones en un entorno colaborativo y dinámico. Resultados:
en cuanto a resultados, la práctica cumplió con las expectativas de los estudiantes, quienes la valoraron positivamente en las encuestas de satisfacción. Los resultados destacaron la efectividad de la estrategia para involucrar a los estudiantes y mejorar sus competencias clínicas.
Conclusión: como conclusión, la «Gincana para el estudio de la cardiología» ofreció numerosos beneficios, como el fortalecimiento del razonamiento crítico, el desarrollo de habilidades clínicas y la capacidad para explorar diagnósticos diferenciales, además de fomentar el debate respetuoso. Su simplicidad y adaptabilidad la convierten en una herramienta valiosa para la enseñanza médica en diversos entornos universitarios
Introduction: Medical education in the 21st century has adopted new strategies focused on developing clinical reasoning skills. The “Gincana for the Study of Cardiology” aimed to design an active learning activity for medical students, promoting deep learning, the development of practical skills, and critical thinking, while offering a motivating and engaging educational experience. Within Miller's pyramid, this practice focused on the “how to do” level. Materials and methods: The method used was based on the University of Deusto Learning Model. The strategy focused on two key phases: active experimentation and evaluation. The activity took place at the DeustoBio simulation facilities, where students, organized into teams, interpreted clinical data and made decisions in a collaborative and dynamic environment. Results: In terms of results, the activity met the expectations of both the students and the faculty, with positive feedback from satisfaction surveys. The results highlighted the effectiveness of the strategy in engaging students and improving their clinical competencies. Conclusion: In conclusion, the “Gincana for the Study of Cardiology” offered numerous benefits, such as strengthening critical reasoning, developing clinical skills, and enhancing the ability to explore differential diagnoses, while also encouraging respectful debate. Its simplicity and adaptability make it a valuable tool for medical education in a variety of university settings.
Introduction: Medical education in the 21st century has adopted new strategies focused on developing clinical reasoning skills. The “Gincana for the Study of Cardiology” aimed to design an active learning activity for medical students, promoting deep learning, the development of practical skills, and critical thinking, while offering a motivating and engaging educational experience. Within Miller's pyramid, this practice focused on the “how to do” level. Materials and methods: The method used was based on the University of Deusto Learning Model. The strategy focused on two key phases: active experimentation and evaluation. The activity took place at the DeustoBio simulation facilities, where students, organized into teams, interpreted clinical data and made decisions in a collaborative and dynamic environment. Results: In terms of results, the activity met the expectations of both the students and the faculty, with positive feedback from satisfaction surveys. The results highlighted the effectiveness of the strategy in engaging students and improving their clinical competencies. Conclusion: In conclusion, the “Gincana for the Study of Cardiology” offered numerous benefits, such as strengthening critical reasoning, developing clinical skills, and enhancing the ability to explore differential diagnoses, while also encouraging respectful debate. Its simplicity and adaptability make it a valuable tool for medical education in a variety of university settings.
Palabras clave
Aprendizaje activo
Educación en cardiología
Aprendizaje significativo
Razonamiento clínico
Active learning
Cardiology education
Clinical reasoning
Meaningful learning
Educación en cardiología
Aprendizaje significativo
Razonamiento clínico
Active learning
Cardiology education
Clinical reasoning
Meaningful learning
Descripción
Materias
Cita
Velasco del Castillo, S., García, R. D., Pacios Arcay, L., Azpitarte Cortés, E., Romero Yesa, S., Ullate de la Torre, A., Bravo Martinez, I., & Ortega Mera, U. (2025). Gymkhana for the study of cardiology: A playful journey towards significant learning in the medical degree. Educacion Medica, 26(2). https://doi.org/10.1016/J.EDUMED.2024.100994