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Aprendizaje basado en problemas de liberación por etapas que revitaliza la motivación intrínseca y el razonamiento
Yasir Hassan Elhassan1,2, Judith M Sieben3,4, S Eleonore Köhler1,3
1School of Health Professions Education (SHE), Maastricht University, Maastricht, Netherlands.
Medical teacher
|January 30, 2026
Resumen
El Modelo de Liberación por Etapas (SRM) puede reducir la fatiga del aprendizaje basado en problemas (ABP) al mejorar la motivación intrínseca y las habilidades de razonamiento clínico de los estudiantes de medicina a través de la satisfacción de las necesidades psicológicas básicas.
Área de la Ciencia:
- Educación Médica
- Psicología
Sus antecedentes:
- El aprendizaje basado en problemas (ABP) puede provocar fatiga y ganancias variables en el razonamiento clínico.
- La Teoría de la Autodeterminación proporciona un marco para comprender la motivación en el aprendizaje.
Objetivo del estudio:
- Evaluar el Modelo de Liberación por Etapas (SRM) para mejorar la motivación intrínseca y el razonamiento clínico de los estudiantes de medicina.
- Evaluar la asociación del SRM con la satisfacción de las necesidades psicológicas básicas.
Principales métodos:
- Un estudio de métodos mixtos que involucró a 151 estudiantes de medicina de tercer año en la Universidad de Taibah.
- Datos cuantitativos recopilados a través de la Escala de Satisfacción y Frustración de las Necesidades Psicológicas Básicas (BPNSFS).
- Datos cualitativos recopilados a través de entrevistas de grupos focales semiestructuradas.
Principales resultados:
- Los estudiantes informaron alta satisfacción y baja frustración con respecto a la autonomía, la relación y la competencia.
- Los hallazgos cualitativos indicaron una mejora en el razonamiento clínico, la participación y la interacción.
- Se hicieron sugerencias para mejorar las sesiones de consolidación y la facilitación del tutor.
Conclusiones:
- El SRM muestra potencial para aliviar la fatiga del ABP al aumentar la motivación intrínseca.
- El modelo puede fomentar el desarrollo del razonamiento clínico al abordar las necesidades psicológicas de los estudiantes.
- Un mayor refinamiento del SRM podría optimizar los resultados del aprendizaje.
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