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Área de la Ciencia:

  • Educación Médica; Participación Comunitaria; Pedagogía de Ciencias de Pregrado

Sus antecedentes:

  • Los cursos tradicionales de ciencias médicas a menudo carecen de aplicación basada en la comunidad.; Existe una necesidad creciente de modelos de aprendizaje experiencial en la educación superior.; La integración del aprendizaje comprometido con la comunidad (CEL) puede mejorar la comprensión y el impacto de los estudiantes.

Objetivo del estudio:

  • Evaluar la implementación y la experiencia del estudiante del aprendizaje basado en proyectos y comprometido con la comunidad (CEL) en un curso de ciencias médicas de pregrado.; Explorar las percepciones de la facultad y los estudiantes sobre CEL dentro de un diseño de curso novedoso.; Destacar los beneficios del enfoque de estudiantes como socios en la educación científica.

Principales métodos:

  • Se empleó un diseño de estudio de caso para examinar un curso CEL basado en proyectos.; El curso utilizó un modelo de aula invertida con módulos en línea y sesiones activas en clase.; Los estudiantes participaron en un proyecto colaborativo con una organización comunitaria local, aplicando los conceptos aprendidos a entregables del mundo real.

Principales resultados:

  • El aula invertida facilitó el aprendizaje independiente y la participación activa en clase.; Los estudiantes completaron con éxito los entregables del proyecto para una organización comunitaria, demostrando aprendizaje aplicado.; Tanto los estudiantes como la facultad informaron experiencias positivas y percibieron el valor del enfoque CEL.

Conclusiones:

  • El aprendizaje basado en proyectos y comprometido con la comunidad, particularmente con un aula invertida, puede enriquecer significativamente la educación en ciencias médicas de pregrado.; El modelo de estudiantes como socios fomenta la participación significativa y el impacto comunitario.; Este estudio de caso proporciona un modelo para que los profesores de ciencias integren CEL en sus planes de estudio.