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Investigación en Educación Médica

2022, Número 42

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Inv Ed Med 2022; 11 (42)


Enseñanza de habilidades quirúrgicas: teorías educativas relevantes (segunda parte)

Gaxiola-García MÁ, Kushida-Contreras BH, Sánchez-Mendiola M

Idioma: Español
Referencias bibliográficas: 57
Paginas: 95-105
Archivo PDF: 495.41 Kb.


RESUMEN

Introducción: En el contexto de la educación médica, la educación quirúrgica es un área con características particulares. Múltiples conceptos, modelos y teorías se han desarrollado para caracterizar la educación quirúrgica; sin embargo, la mayoría se han reportado de forma aislada.
Objetivo: Identificar los principales conceptos y teorías utilizados en educación quirúrgica para abordarlos de manera conjunta en un panorama integrador.
Método: Como parte de una revisión panorámica de la literatura sobre educación quirúrgica se identificaron conceptos y sus potenciales relaciones. El análisis continuó de la siguiente forma: modelos no tradicionales para educación quirúrgica, estrategias tecnológicas para la educación quirúrgica como simulación, aprendizaje en línea y uso de redes sociales, así como el área de eva- luación en educación quirúrgica, incluyendo habilidades técnicas y no técnicas.
Resultados: En esta segunda parte del artículo, se describen alternativas al modelo tradicional de aprendiz de Osler y Halsted para la educación quirúrgica. El conocimiento e implementación de estos modelos descansa sobre bases teóricas probadas en algunos contextos. El uso de tecnología para la educación quirúrgica es más factible cuando esta es consistente con los modelos de aprendizaje, existe integración al diseño curricular, y se aprovechan las varias opciones disponibles. Existen múltiples herramientas que permiten conocer el grado de pericia psicomotriz del alumno como parte de una estrategia de evaluación formativa. Asimismo, la evaluación de habilidades no técnicas es un componente cada vez más importante de la educación quirúrgica.
Conclusiones: Los gestores de programas de educación quirúrgica deben privilegiar un enfoque con sustento teórico en las etapas de planeación e implementación. Esto permitirá determinar objetivos y estrategias para su logro, en el contexto y formalidad de un programa estructurado y no solo calendarizado.


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