Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias
Barra lateral del artículo
Publicado:
oct. 2, 2020
Palabras clave:
Estudiantes del área de la salud, Educación basada en competencias, Investigación biomédica, Desarrollo de Programa
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Resumen
Desarrollar competencias investigativas en un estudiante implica conocer el uso del conocimiento de forma adecuada; esto permite que se fortalezcan las habilidades para la observación, argumentación, sistematización y cuestionamiento a fin de que se pueda crear y/o gestionar un conocimiento. Para el desarrollo de las competencias en investigación se han planteado distintas estrategias didácticas: semilleros de investigación, aprendizaje cooperativo, métodos por proyectos, aprendizaje basado en problemas, uso de mapas conceptuales, estudios de casos, seminarios, redacción de ensayos y elaboración de talleres. En la presente revisión sistemática se analizó los principales programas que se han implementado en las universidades para mejorar las competencias investigativas de estudiantes de las Ciencias de la Salud. Se destaca a los programas de verano y el trabajo colaborativo con mentores como las intervenciones más comunes y eficaces para el desarrollo de tales competencias.
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Castro-Rodríguez , Y. . (2020). Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias. Duazary, 17(4), 65–80. https://doi.org/10.21676/2389783X.3602
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No se permite un uso comercial de la obra original ni de las posibles obras derivadas, la distribución de las cuales se debe hacer con una licencia igual a la que regula la obra original.
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3. Rosenberg LE. The physician-scientist: An essential — and fragile — link in the medical research chain. J Clin Invest. 1999; 103(12):1621–1626. Doi: https://doi.org/10.1172/JCI7304
4. Booth A, Papaioannou D, Sutton A. Systematic Approaches to a Successful Literature Review. London: Sage [Internet]; 2012 [Consultado 2019 Nov 09]. Disponible en: https://www.researchgate.net/profile/Andrew_Booth/publication/2359308 66_Systematic_Approaches_to_a_Successful_Literature_Review/links/55f89fae08aec948c4837066/Systematic-Approaches-to-a-Successful- Literature-Review.pdf
5. Randolph JJ. A Guide to Writing the Dissertation Literature Review. Pract Assess Res Eval [Internet]. 2009 [Consultado 2019 Nov 09]; 14 (13): 1-13. Disponible en: https://eric.ed.gov/?id=EJ933671
6. Ton TG, Gladding SP, Zunt JR, John C, Nerurkar VR, Moyer CA, Hobbs N, McCoy M, Kolars JC. The development and implementation of a competency-based curriculum for training in global health research. Am J Trop Med Hyg. 2015; 92(1): 163–171. Doi:https://doi.org/10.4269/ajtmh.14-0398.
7. Althubaiti A. Undergraduate Medical Research Programme: A Cross-Sectional Study of Students' Satisfactions, Perceived Challenges, and Attitudes. Glob J Health Sci. 2015; 7(5): 117–123. Doi:https://doi.org/10.5539/gjhs.v7n5p117.
8. Adedokun OA, Parker LC, Childress A, Burgess W, Adams R, Agnew CR, Leary J, Knapp D, Shields C, Lelievre S, Teegarden D. Effect of time on perceived gains from an undergraduate research program. CBE life Sci Educ. 2014; 13(1): 139–148. Doi:https://doi.org/10.1187/cbe.13-03-0045
9. Symons SL, Colgini A, Harvey CT. Student Perceptions of Staged Transfer to Independent Research Skills During a Four-year Honours Science Undergraduate Program. Can J Scholarship Teach Learning. 2017; 8 (1): 1-20. Doi:https://doi.org/10.5206/cjsotl-rcacea.2017.1.6
10. Mena TD, González-Chordá VM, Cervera GA, Marciá SM, Orts-Cortés MI. Eficacia de una intervención educativa de Práctica Basada en la Evidencia en estudiantes de segundo año de enfermería. Rev Latino-Am Enfermagem. 2018; 26(e3026: 1-9.Doi: http://dx.doi.org/10.1590/1518-8345.2502.3026.
11. Devi V, Ramnarayan K, Abraham RR, Pallath V, Kamath A, Kodidela S. Short-term outcomes of a program developed to inculcate research essentials in undergraduate medical students. Postgrad Med J. 2015; 61(3): 163–168. Doi: https://doi.org/10.4103/0022-3859.159315.
12. Hoonpongsimanont W, Sahota PK, Ng NN, Farooqui MJ, Chakravarthy B, Patel B, Lotfipour S. Research Associates Program: Expanding clinical research productivity with undergraduate students. SAGE Open Med. 2017; 11;5:2050312117730245. Doi: https://doi.org/10.1177/2050312117730245
13. O'Brien T, Hathaway D. Students and Faculty Perceptions of an Undergraduate Nursing Research Internship Program. Nurse Educ. 2018; 43(2): E1-E4. Doi:https://doi.org/ 10.1097/NNE.0000000000000412.
14. Urrutia MT, Tudela V, Araya AX, Padilla O. Programa de formación de ayudantes de investigación: conocimiento y satisfacción de los estudiantes. Enferm Univ. 2018; 15(1): 45-54. Doi: http://dx.doi.org/10.22201/eneo.23958421e.2018.1.62904
15. Bonilla H, Ortiz-Llorens M, Barger MK, Rodríguez C, Cabrera M. Implementation of a programme to develop research projects in a school of midwifery in Santiago, Chile. Midwifery. 2018; 64: 60-62. Doi:https://doi.org/10.1016/j.midw.2018.05.010.
16. Woodzicka JA, Ford TE, Caudill A, Ohanmamooreni AA. Successful Model of Collaborative Undergraduate Research: A Multi- Faculty, Multi-Project, Multi-Institution Team Approach. Teac Psychol. 2015; 42 (1): 60-63. Doi: https://doi.org/10.1177/0098628314549711
17. Dagher MM, Atieh JA, Soubra MK, Khoury SJ, Tamim H, Kaafarani BR. Medical Research Volunteer Program (MRVP): innovative program promoting undergraduate research in the medical field. BMC Med Educ. 2016;16:160. Doi:https://doi.org/10.1186/s12909-016-0670-9.
18. Morales DX, Grineski SE, Collins TW. Faculty Motivation to Mentor Students Through Undergraduate Research Programs: A Study of Enabling and Constraining Factors. Res High Educ. 2017; 58(5): 520-544. Doi:https://doi.org/10.1007/s11162-016-9435-x.
19. Ford ME, Abraham LM, Harrison AL, Jefferson MS, Hazelton TR, Varner H, Cannady K, Frichtel CS, Bagasra O, Davis L, Rivers DE, Slaughter SC, Salley JD. Mentoring Strategies and Outcomes of Two Federally Funded Cancer Research Training Programs for Underrepresented Students in the Biomedical Sciences. J Cancer Educ. 2016; 31(2): 228-35. Doi:https://doi.org/10.1007/s13187-015-0825-0.
20. Sens DA, Cisek KL, Garrett SH, Somji S, Dunlevy JR, Sens MA, Conway P, Doze VA. STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University. Acad Pathol. 2017; 4: 2374289517735092. Doi:https://doi.org/10.1177/2374289517735092.
21. Sens D, Cisek KL, Conway P, Doze VA. An IDeA for enhancing undergraduate research at rural primarily undergraduate institutions. Adv Physiol Educ. 2017; 41(3):464-471. Doi:https://doi.org/10.1152/advan.00041.2017.
22. McSweeney JC, Hudson TJ, Prince L, Beneš H, Tackett AJ, Miller- Robinson C, Koeppe R, Cornett LE. Impact of the INBRE summer student mentored research program on undergraduate students in Arkansas. Adv Physiol Educ. 2018; 42(1): 123-129. Doi:https://doi.org/10.1152/advan.00127.2017.
23. Slattery MJ, Logan BL, Mudge B, Secore K, von Reyn LJ, Maue RA. An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles. J Prof Nurs. 2016; 32(6): 412- 420. Doi:https://doi.org/10.1016/j.profnurs.2016.03.008
24. Kolber BJ, Janjic JM, Pollock JA, Tidgewell KJ. Summer undergraduate research: A new pipeline for pain clinical practice and research. BMC Med Educ. 2016; 16: 135. Doi:https://doi.org/10.1186/s12909-016-0648-7.
25. Ghee M, Keels M, Collins D, Neal-Spence C, Baker E. Fine- tuning summer research programs to promote underrepresented students’ persistence in the STEM pathway. CBE Life Sci Educ. 2016; 15(3). Doi:https://doi.org/10.1187/cbe.16-01-0046.
26. Al Kuwaiti A, Viajy AS. Health Science Students' Perception about Research Training Programs Offered in Saudi Universities. Quality Assurance Educ. 2014; 23(2): 196-210. Doi: https://doi.org/10.1108/QAE-04-2014-0015
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