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Promoción de la mentalidad de aprendizaje entre estudiantes de medicina de pregrado: un estudio piloto cualitativo

Véronique Lapierre¹, Anne-Charlotte Côté¹, Isabelle Burnier^1,2,3

¹Faculty of Medicine, University of Ottawa, Ottawa, Canada.

Journal of medical education and curricular development

|February 18, 2026

Resumen

Un módulo de autoaprendizaje activo (ASLM) ayudó a los estudiantes de medicina a reflexionar sobre los procesos de retroalimentación y a desarrollar una mentalidad de crecimiento. Este estudio piloto sugiere que el ASLM puede mejorar la forma en que los estudiantes participan y reciben retroalimentación, lo que resalta la necesidad de una mayor investigación.

Área de la Ciencia:

Educación Médica
Psicología
Ciencia Conductual

Sus antecedentes:

Los cursos tradicionales de retroalimentación para supervisores ahora se complementan con capacitación en procesos de retroalimentación interactiva centrada en el estudiante.
La asimilación eficaz de la retroalimentación requiere que los estudiantes sean receptivos a las discusiones.
Se desarrolló un módulo de autoaprendizaje activo (ASLM) utilizando el modelo de comportamiento H.O.S.T. (humildad, apertura, franqueza compartida, tenacidad) para fomentar esta receptividad.

Objetivo del estudio:

Explorar cómo el ASLM influyó en la comprensión de los estudiantes de medicina sobre la mentalidad de aprendizaje.
Investigar las percepciones de los estudiantes sobre el ASLM y su impacto en la autorreflexión.
Evaluar el potencial del ASLM para mejorar la participación en la retroalimentación.

Principales métodos:

Estudio piloto en el que participaron seis estudiantes del programa MD de la Universidad de Ottawa (corriente francófona).
Los estudiantes participaron en experiencias clínicas simuladas y reales que involucraban retroalimentación.
Se realizaron entrevistas semiestructuradas y los datos se analizaron mediante análisis temático.

Principales resultados:

El análisis temático reveló dos temas principales y seis subtemas.
Los estudiantes encontraron que el enfoque reflexivo del ASLM mejoró su participación en las interacciones con el supervisor.
El módulo fomentó una mentalidad de crecimiento personal crucial para la regulación emocional y destacó el valor de una relación recíproca entre supervisor y estudiante.

Conclusiones:

El ASLM permitió a los alumnos reflexionar sobre su mentalidad de aprendizaje y adoptar estrategias para una recepción y participación más efectivas de la retroalimentación.
Los participantes vieron el ejercicio de reflexión como un primer paso positivo para modificar las actitudes y comportamientos relacionados con la retroalimentación.
Se recomienda una mayor investigación con poblaciones más grandes para validar estos hallazgos.

Palabras clave:

Retroalimentación formativa módulo de autoaprendizaje activo recepción de retroalimentación habla interna postura de aprendizaje

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