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«La ciencia de la enseñanza»: Comprensión del conocimiento pedagógico del contenido de los demostradores de anatomía
Benjamin J Fox1,2, Michelle D Lazarus2,3, Georgina C Stephens2
1Queen Elizabeth University Hospital, Glasgow, UK.
Anatomical sciences education
|February 5, 2026
Resumen
Los demostradores de anatomía utilizan implícitamente el conocimiento pedagógico del contenido (PCK) en la enseñanza, aunque es posible que no conozcan el término. El desarrollo de su PCK puede mejorar el aprendizaje de los estudiantes y el apoyo a la enseñanza.
Área de la Ciencia:
- Educación Médica
- Enseñanza de Anatomía
- Conocimiento Pedagógico del Contenido
Sus antecedentes:
- Los demostradores de anatomía son educadores en las primeras etapas de su carrera, cruciales para el aprendizaje de la anatomía.
- No se comprende bien su comprensión y aplicación del conocimiento pedagógico del contenido (PCK).
- El PCK integra la experiencia en la materia con estrategias de enseñanza efectivas.
Objetivo del estudio:
- Explorar la comprensión del PCK por parte de los demostradores de anatomía.
- Identificar los factores que influyen en el desarrollo de su PCK.
- Informar estrategias para mejorar el PCK en la educación de anatomía.
Principales métodos:
- Estudio cualitativo que involucró a 11 demostradores de anatomía actuales y anteriores en una escuela de medicina australiana.
- Datos recopilados a través de entrevistas grupales e individuales semiestructuradas (n=7).
- Se empleó un análisis temático reflexivo utilizando componentes de PCK como marco.
Principales resultados:
- Los demostradores mostraron una familiaridad explícita limitada con el PCK, pero demostraron elementos de PCK implícitos en la práctica.
- El conocimiento del contenido, de los estudiantes y del contexto influyó en sus enfoques de enseñanza.
- Los factores clave para el desarrollo del PCK incluyeron la experiencia, la colaboración entre pares, la reflexión, la retroalimentación y el tiempo.
Conclusiones:
- Los demostradores de anatomía utilizan componentes de PCK implícitamente a pesar de la formación formal limitada.
- Existen oportunidades para mejorar el PCK de los demostradores para un mejor apoyo al estudiante.
- Los supervisores deben fomentar el desarrollo profesional, la práctica reflexiva e integrar el PCK en los estándares de desempeño.
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