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Ayudar a los estudiantes a cerrar la brecha de competencia cognitiva: Efectividad de un taller de desarrollo docente
Jyotsna Agarwal1, Vikramjeet Singh1, Manish Kumar Singh2
1Department of Microbiology, Dr Ram Manohar Lohia Institute of Medical Sciences, Lucknow, Uttar Pradesh, India.
The National medical journal of India
|February 23, 2026
Resumen
La capacitación del profesorado en retroalimentación constructiva mejora significativamente el rendimiento de los estudiantes de medicina de pregrado. Esta intervención ayuda a identificar y cerrar las brechas de aprendizaje, mejorando el rendimiento académico general en microbiología y más allá.
Área de la Ciencia:
- Educación Médica
- Pedagogía de Microbiología
- Desarrollo Docente
Sus antecedentes:
- La Comisión Nacional Médica exige retroalimentación regular a los estudiantes de pregrado, sin embargo, está infrautilizada.
- El profesorado cita limitaciones de tiempo y falta de capacitación como barreras para proporcionar retroalimentación.
- Este estudio aborda la necesidad de estrategias de retroalimentación efectivas en la formación médica.
Objetivo del estudio:
- Evaluar la efectividad de un taller de capacitación docente sobre el proceso de retroalimentación.
- Evaluar el impacto de la retroalimentación constructiva en el cierre de las brechas de aprendizaje de los estudiantes en microbiología.
- Medir la satisfacción del profesorado y de los estudiantes con la intervención de retroalimentación.
Principales métodos:
- Un estudio de métodos mixtos que involucra un taller de capacitación docente utilizando el modelo de Kirkpatrick.
- Sesenta y dos estudiantes de pregrado recibieron retroalimentación individual o en grupo después de la evaluación.
- Se analizaron el rendimiento estudiantil, la conciencia de las brechas de aprendizaje y los índices de satisfacción.
Principales resultados:
- El profesorado reportó alta satisfacción con la capacitación y la entrega de retroalimentación.
- Se observó una mejora significativa en el rendimiento de los estudiantes después de la retroalimentación, particularmente en los estudiantes con puntuaciones más bajas (aumento de la puntuación mediana de 4.5 a 7.5/10).
- El 93.5% de los estudiantes encontró útil la retroalimentación para identificar y cerrar brechas de aprendizaje, deseando su continuación.
Conclusiones:
- Los talleres de desarrollo docente centrados en la retroalimentación son efectivos para mejorar los resultados de los estudiantes.
- La retroalimentación constructiva es una estrategia viable para abordar las brechas de aprendizaje en la educación médica de pregrado.
- La implementación de procesos de retroalimentación estructurados puede mejorar el aprendizaje y la satisfacción de los estudiantes.
Palabras clave:
retroalimentacióneducación médicadesarrollo docentecompetencia estudiantilmétodos mixtosMás Videos Relacionados
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