Referentes conceptuales que predominan ante la elección de las metodologías de enseñanza y evaluación del razonamiento clínico en docentes de kinesiología del área músculo esquelética
Date
2022
Authors
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Publisher
Universidad Finis Terrae (Chile) Facultad de Medicina
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Abstract
El razonamiento clínico es un proceso cognitivo indispensable para la práctica
clínica, la cual debe ser desarrollada y enseñada desde los primeros años de la
formación de estudiantes de las ciencias de la salud. En chile, un número importante
de las Escuelas de Kinesiología incluyen dentro de su perfil de egreso la
competencia del razonamiento clínico, sin embargo, se desconoce si existe algún
consenso o marco de referencias que orientan la práctica docente a la hora de
enseñar y evaluar el razonamiento clínico. Según esto, el estudio buscó comprender
los referentes conceptuales que predominan en la enseñanza y evaluación del
razonamiento clínico en docentes de Kinesiología del área músculo esquelética en
Carreras de Kinesiología. Con el propósito señalado, se llevó a cabo un estudio
bajo el paradigma cualitativo, con enfoque en la Teoría fundamentada de Strauss
(Corbin & Strauss, 2008, 2015), de secuencia temporal transversal y cronología
prospectiva. Para la obtención de los datos se encuestó a 9 docentes y entrevistó a
5 docentes de las Escuelas de Kinesiología de la Universidad Católica de Chile y la
Universidad Andrés Bello, quienes aceptaron el consentimiento informado aprobado
por el comité de ética. La información recopilada fue analizada por medio del método
de codificación y fueron validadas por medio del método de triangulación. Los
resultados identificaron 3 categorías principales relacionadas con los referentes
conceptuales que predominan en los docentes de Kinesiología músculo esquelética
participantes del estudio. Estas categorías son: concepto y contexto del
razonamiento clínico abordado en pregrado de la carrera, Estructura del
razonamiento clínico y Metodologías docentes. Estos elementos dan cuenta de lo
complejo de la enseñanza del razonamiento clínico y los diferentes elementos que
consideran los docentes de Kinesiología a la hora de facilitar esta competencia en
aula. El estudio orienta al diseño de planes de capacitación y formación docente y
aporta para mejorar las actividades en aula desde los primeros años de formación
en Kinesiología.
Clinical reasoning is an essential cognitive process for clinical practice, which must be developed and taught from the first years of training of health sciences students. In Chile, a significant number of Kinesiology Schools include the competence of clinical reasoning within their graduation profile, however, it is unknown if there is any consensus or reference framework that guides teaching practice when teaching and evaluating clinical reasoning. The aim of this study was understand the conceptual references that predominate in teaching, and evaluation of clinical reasoning in Kinesiology teachers of the musculoskeletal area in Kinesiology Careers. This study was carried out under the qualitative paradigm, with a focus on Strauss' Grounded Theory (Corbin & Strauss, 2008, 2015), with a transverse temporal sequence and prospective chronology. To obtain the data, 9 teachers were surveyed and 5 teachers were interviewed , from the Kinesiology Schools of the Catholic University of Chile and the Andrés Bello University, who accepted the informed consent approved by the ethics committee. The information collected was analyzed through the coding method and was validated through the triangulation method. The results identified 3 main categories related to the conceptual referents that predominate in the Musculoskeletal Kinesiology teachers participating in the study. These categories were: concept and context of clinical reasoning addressed in undergraduate courses, Structure of clinical reasoning and teaching methodologies. These elements account for the complexity of teaching clinical reasoning and the different elements that Kinesiology teachers consider when facilitating this competence in the classroom. The study guides the design of teacher training and education plans and contributes to improve classroom activities from the first years of training in Kinesiology.
Clinical reasoning is an essential cognitive process for clinical practice, which must be developed and taught from the first years of training of health sciences students. In Chile, a significant number of Kinesiology Schools include the competence of clinical reasoning within their graduation profile, however, it is unknown if there is any consensus or reference framework that guides teaching practice when teaching and evaluating clinical reasoning. The aim of this study was understand the conceptual references that predominate in teaching, and evaluation of clinical reasoning in Kinesiology teachers of the musculoskeletal area in Kinesiology Careers. This study was carried out under the qualitative paradigm, with a focus on Strauss' Grounded Theory (Corbin & Strauss, 2008, 2015), with a transverse temporal sequence and prospective chronology. To obtain the data, 9 teachers were surveyed and 5 teachers were interviewed , from the Kinesiology Schools of the Catholic University of Chile and the Andrés Bello University, who accepted the informed consent approved by the ethics committee. The information collected was analyzed through the coding method and was validated through the triangulation method. The results identified 3 main categories related to the conceptual referents that predominate in the Musculoskeletal Kinesiology teachers participating in the study. These categories were: concept and context of clinical reasoning addressed in undergraduate courses, Structure of clinical reasoning and teaching methodologies. These elements account for the complexity of teaching clinical reasoning and the different elements that Kinesiology teachers consider when facilitating this competence in the classroom. The study guides the design of teacher training and education plans and contributes to improve classroom activities from the first years of training in Kinesiology.
Description
Tesina (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2022
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Santiago, Chile
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Keywords
RAZONAMIENTO CLINICO, TEORIA DESDE LA BASE, METODOS DE ENSEÑANZA--EDUCACION SUPERIOR, ESTUDIANTES UNIVERSITARIOS--INVESTIGACIONES--CHILE, MAGISTER EN DOCENCIA UNIVERSITARIA EN CIENCIAS DE LA SALUD, TESIS DIGITAL
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)