medigraphic.com
ISSN 2007-5057 (Impreso)
Investigación en Educación Médica

2024, Número 50

<< Anterior Siguiente >>

Inv Ed Med 2024; 13 (50)


Cinco conceptos para maximizar el aprendizaje en el sitio de trabajo

Domínguez TLC, Vega PNV, Leal CJA

Idioma: Español
Referencias bibliográficas: 45
Paginas: 114-121
Archivo PDF: 449.93 Kb.


RESUMEN

El aprendizaje en el sitio de trabajo en medicina involucra conceptos centrales, algunas veces confusos e intercambiables, entre los que se encuentran: el contexto, el ambiente, el sitio de trabajo, la cultura y el clima de aprendizaje. Cada uno está soportado en diversos marcos teóricos provenientes de la psicología organizacional y positiva, la educación, la sociología y la gestión organizacional, entre otros. La comprensión de estos conceptos es nuclear para maximizar el aprendizaje en el sitio de trabajo. El presente documento ofrece una revisión de estos conceptos y propone un marco para su integración en el campo de la educación médica.


REFERENCIAS (EN ESTE ARTÍCULO)

  1. Cairns L, Malloch M. Theories of work, place and leraning:New Directions. In: Malloch M, Cairns L, Evans K, O’ConnorBN, eds. The SAGE Handbook of Workplace Learning. Sage; 2011.

  2. Morris C. Work-based Learning. In: Swanwick T, Forrest K,O’Brien BC, eds. Understanding Medical Education: Evidence,Theory, and Practice. John Wiley & Sons, Ltd; 2018.p. 163-177. doi:10.1002/9781119373780.CH12

  3. Sfard A. On Two Metaphors for Learning and the Dangersof Choosing Just One. Educational Researcher. 1998;27(2):4.doi:10.2307/1176193

  4. Hager P. Theories of Work, Place and Learning. In: MallochM, Cairns L, Evans K, O’Connor BN, eds. The SAGE Handbookof Workplace Learning. Sage; 2011. p. 17-31.

  5. Bates J, Ellaway RH. Mapping the dark matter of context: aconceptual scoping review. Med Educ. 2016;50(8):807-816.doi:10.1111/medu.13034

  6. Figueiredo a D. Learning Contexts: a Blueprint for Research.Interactive Educational Multimedia. 2005;11(11):127-139.

  7. Rose DE. Context-Based Learning. In: Seel, N.M. (eds) Encyclopediaof the Sciences of Learning. Springer; 2012. https://doi.org/10.1007/978-1-4419-1428-6_1872.

  8. Cobb P. Situated Cognition: Origins. In: Smelser NJ, BaltesPB, eds. International Encyclopedia of the Social & BehavioralSciences. Pergamon; 2001. p. 14126-14129. doi:10.1016/B0-08-043076-7/01601-6

  9. Lave J, Wenger E. Situated Learning: Legitimate PeripheralParticipation (Learning in Doing: Social, Cognitive and ComputationalPerspectives). Cambridge University Press; 1991.

  10. Thomas A, Rochette A, George C, et al. The Definitions andConceptualizations of the Practice Context in the HealthProfessions: A Scoping Review. Journal of ContinuingEducation in the Health Professions. 2023;43(4):S18-S29.doi:10.1097/CEH.0000000000000490

  11. Teunissen PW, Kogan JR, ten Cate O, Gruppen LD, LingardLA. Learning in Practice: A Valuation of Context inTime-Variable Medical Training. Academic Medicine. 2018;93(3S):S22-S26. doi:10.1097/ACM.0000000000002070

  12. Monrouxe L V. Identity, identification and medical education:Why should we care? Med Educ. 2010;44(1):40-49.doi:10.1111/j.1365-2923.2009.03440.x

  13. Berkhout JJ, Helmich E, Teunissen PW, van der VleutenCPM, Jaarsma ADC. Context matters when striving to promoteactive and lifelong learning in medical education. MedEduc. 2018;52(1):34-44. doi:10.1111/medu.13463

  14. Billett S. Workplace Learning: Historical Evolution andSocio-Cultural Distinctiveness. In: Transformationen vonArbeit, Beruf Und Bildung in Internationaler Betrachtung.Springer Fachmedien Wiesbaden GmbH; 2021. p. 133-150.doi:10.1007/978-3-658-32682-1_8

  15. Billet S. Understanding workplace learning: Cognitive andsociocultural perspectives. Management. Published online2003:43-59.

  16. Hager P. Current Theories of Workplace Learning: A CriticalAssessment. In: Bascia N, Cumming A, Datnow A, LeithwoodK, Livingstone D, eds. International Handbook of EducationalPolicy. Springer, Dordrecht; 2008. doi:10.1007/1-4020-3201-3_44

  17. Engeström Y, Pyörälä E. Using activity theory to transformmedical work and learning. Med Teach. 2021;43(1):7-13.doi: 10.1080/0142159X.2020.1795105

  18. Fuller A, Unwin L. Expansive learning environments: Integratingorganizational and personal development. In: Fuller A,Munro A, Rainbird H, eds. Workplace Learning in Context. 1sted. Routledge; 2004. p. 142-160. doi:10.4324/9780203571644-14

  19. Oxford English Dictionary. Environment. https://www.oed.com/dictionary/environment_n?tl=true.

  20. Silkens MEWM. New Perspectives on Learning Climates in PostgraduateMedical Education. University of Amsterdam; 2018.

  21. UNESCO. Learning environment | International Bureau ofEducation. Accessed September 20, 2022. http://www.ibe.unesco.org/en/glossary-curriculum-terminology/l/learningenvironment

  22. Land S, Hannafin MJ. Student-Centered Learning Environments:Foundations, Assumptions, and Implications. Proceedingof selected Research and Development Presentationat the 1996 National Convention of the Association for Educational,Communicationand Technology. 1996;143(814):395-400.

  23. Nordquist J, Hall J, Caverzagie K, et al. The clinical learningenvironment. Med Teach. 2019;41(4):366-372. doi:10.1080/0142159X.2019.1566601

  24. Demerouti E, Nachreiner F, Bakker AB, Schaufeli WB. The jobdemands-resources model of burnout. Journal of Applied Psychology.2001;86(3):499-512. doi:10.1037/0021-9010.86.3.499

  25. Schneider B, González-Romá V, Ostroff C, West MA. Organizationalclimate and culture: Reflections on the history ofthe constructs in the journal of applied psychology. Journalof Applied Psychology. 2017;102(3):468-482. doi:10.1037/apl0000090

  26. Cameron KS, Quinn RE. Diagnosing and Changing OrganizationalCulture: Based on the Competing Values Framework.Wiley; 2011.

  27. Kuh GD, Whitt E. The Invisible Tapestry: Culture in AmericanColleges and Universities. 1988.

  28. Bendermacher GWG, oude Egbrink MGA, Wolfhagen IHAP,Dolmans DHJM. Unravelling quality culture in higher education:a realist review. High Educ (Dordr). 2017;73(1):39-60.doi:10.1007/s10734-015-9979-2

  29. Biesta G. From Learning Cultures to Educational Cultures:Values and Judgements in Educational Research and EducationalImprovement. International Journal of Early Childhood.2011;43(3):199-210. doi:10.1007/s13158-011-0042-x

  30. Biesta GJJ, van Braak M. Beyond the Medical Model: ThinkingDifferently about Medical Education and Medical EducationResearch. Teach Learn Med. 2020;32(4). doi:10.1080/10401334.2020.1798240

  31. Moos RH. Conceptualizations of human environments.American Psychologist. 1973;28(8):652-665. doi:10.1037/h0035722

  32. Moran E, Carlson JS, Tableman B. School Climate and Learning.In: Seel NM, ed. Encyclopedia of the Sciences of Learning.Springer; 2012.

  33. MacLeod A, Cameron P, Ajjawi R, Kits O, Tummons J. Actornetworktheory and ethnography: Sociomaterial approachesto researching medical education. Perspect Med Educ.2019;8(3):177-186. doi:10.1007/S40037-019-0513-6

  34. Uden L. Actor Network Theory and Learning. In: Seel NM,ed. Encyclopedia of the Sciences of Learning. Springer;2012:86-89. doi:10.1007/978-1-4419-1428-6_507

  35. Lombarts KMJMH, Heineman MJ, Scherpbier AJJA, ArahOA. Effect of the learning climate of residency programs onfaculty’s teaching performance as evaluated by residents.Dalby AR, ed. PLoS One. 2014;9(1):e86512. doi:10.1371/journal.pone.0086512

  36. Smirnova A, Arah OA, Stalmeijer RE, Lombarts KMJMH,Van Der Vleuten CPM. The Association Between ResidencyLearning Climate and Inpatient Care Experience in ClinicalTeaching Departments in the Netherlands. Acad Med.2019;94(3):419-426. doi:10.1097/ACM.0000000000002494

  37. Smirnova A, Ravelli ACJ, Stalmeijer RE, et al. The AssociationBetween Learning Climate and Adverse ObstetricalOutcomes in 16 Nontertiary Obstetrics-Gynecology Departmentsin the Netherlands. Acad Med. 2017;92(12):1740-1748.doi:10.1097/ACM.0000000000001964

  38. Lases LSS, Arah OA, Busch ORC, Heineman MJ, LombartsKMJMH. Learning climate positively influences residents’work-related well-being. Adv Health Sci Educ Theory Pract.2019;24(2):317-330. doi:10.1007/S10459-018-9868-4

  39. Restrepo JA, Domínguez LC, García-Diéguez M. Learningclimate and work engagement in clinical residents: Therelationship with human self-determination. Biomedica.2022;42(1). doi:10.7705/BIOMEDICA.6158

  40. Domínguez LC, Alfonso E, Restrepo JA, Pacheco M. Climade aprendizaje y preparación para el aprendizaje autodirigidoen cirugía: ¿influye el enfoque de enseñanza? EducaciónMédica. 2018;(xx):4-11. doi:10.1016/j.edumed.2018.05.006

  41. Hamui-Sutton A, Vives-Varela T, Gutiérrez-Barreto S, Castro-Ramírez S, Lavalle-Montalvo C, Sánchez-Mendiola M.Cultura organizacional y clima: el aprendizaje situado en lasresidencias médicas. Investigación en Educación Médica.2014;3(10):74-84. doi:10.1016/s2007-5057(14)72730-9

  42. Silkens MEWM, Arah OA, Wagner C, Scherpbier AJJA, HeinemanMJ, Lombarts KMJMH. The Relationship Betweenthe Learning and Patient Safety Climates of Clinical Departmentsand Residents’ Patient Safety Behaviors. Acad Med.2018;93(9):1374-1380. doi:10.1097/ACM.0000000000002286

  43. Puranitee P, Stevens FFCJ, Pakakasama S, et al. Exploringburnout and the association with the educational climate inpediatric residents in Thailand. BMC Med Educ. 2019;19(1).doi:10.1186/S12909-019-1687-7

  44. Van Vendeloo SN, Brand PLP, Verheyen CCPM. Burnoutand quality of life among orthopaedic trainees in a moderneducational programme: importance of the learning climate.Bone Joint J. 2014;96-B(8):1133-1138. doi:10.1302/0301-620X.96B8.33609

  45. Silkens MEWM, Chahine S, Lombarts KMJMH, Arah OA.From good to excellent: Improving clinical departments’ learningclimate in residency training. Med Teach. 2018;40(3):237-243. doi:10.1080/0142159X.2017.1398821




2020     |     www.medigraphic.com