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Aprendizaje Mixto Comparado con Aprendizaje Presencial en Residentes de Medicina Familiar: Ensayo Controlado
Pierre-Yves Meunier1,2,3, Sophie Schlatter2,4, Juliette Macabrey2,3,5,6
1Maison de santé pluriprofessionnelle et universitaire Beauvisage, Lyon, France.
JMIR medical education
|February 4, 2026
Resumen
Blended learning courses for family medicine residents effectively maintain knowledge and skill acquisition compared to traditional methods. This approach supports growing resident numbers without negatively impacting self-assessed learning outcomes.
Área de la Ciencia:
- Educación Médica; Medicina Familiar; Aprendizaje Socioconstructivista
Sus antecedentes:
- La formación de residentes de medicina familiar en Francia utiliza cursos activos, socioconstructivistas y en grupos pequeños para el desarrollo de habilidades.; El aumento del número de residentes ejerce presión sobre los limitados recursos de enseñanza, lo que desafía los métodos presenciales tradicionales.; El aprendizaje mixto ofrece una solución al reducir el tiempo presencial y mantener la dinámica de grupos pequeños.
Objetivo del estudio:
- Comparar la efectividad del aprendizaje mixto frente al aprendizaje presencial tradicional en la adquisición de conocimientos y habilidades en residentes de medicina familiar.; Evaluar la satisfacción y el rendimiento académico de los residentes en ambas modalidades de aprendizaje.
Principales métodos:
- Un ensayo controlado aleatorizado comparó un curso mixto (2.5 horas de e-learning + 3 horas presenciales) con un curso tradicional (5.5 horas presenciales).; Ambos cursos emplearon principios socioconstructivistas y participación activa.; Resultado primario: autoevaluación de conocimientos y habilidades de los residentes; Resultados secundarios: satisfacción y rendimiento académico.
Principales resultados:
- No se encontró una diferencia significativa en el resultado primario (autoevaluación de conocimientos y habilidades) entre los grupos de aprendizaje mixto y tradicional (P=.19).; La autoevaluación de conocimientos fue ligeramente superior en el grupo de aprendizaje mixto, aunque no se consideró educativamente significativa (P=.02).; No se observaron diferencias significativas en la satisfacción o el rendimiento académico.
Conclusiones:
- Los cursos mixtos son un método viable para mantener la enseñanza socioconstructivista para un número creciente de residentes de medicina familiar.; Este enfoque no impacta negativamente en los conocimientos y habilidades autoevaluados de los residentes.; El aprendizaje mixto proporciona una alternativa eficaz para la educación médica, equilibrando las limitaciones de recursos con los principios pedagógicos.
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