Publication: Promoción de la sostenibilidad emocional mediante aprendizaje interprofesional: una revisión de alcance.
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Date
2025
Authors
Machado Arena. Angelie ; Doval Naranjo, C. Francisco ; Sandoval Zavala, Magaly
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/edumed.679901
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info:eu-repo/semantics/article
Description
Abstract
Introducción: La Educación Interprofesional (EIP) ha sido ampliamente estudiada debido a sus efectos positivos en el desarrollo de habilidades de comunicación, trabajo en equipo y colaboración clínica. En cuanto a la Inteligencia Emocional (IE), también ha sido objeto de investigación, destacándose como un factor protector que contribuye al éxito académico. No obstante, el papel que esta desempeña en el aprendizaje interprofesional y en la promoción de la educación y sostenibilidad emocional de los estudiantes de las ciencias de la salud continúa siendo un ámbito poco explorado, especialmente en relación con la preparación para los desafíos profesionales y personales futuros. Métodos: Se realizó una revisión sistemática de la literatura siguiendo las directrices PRISMA. Se incluyeron estudios publicados entre 2005 y 2015 con el objetivo de mapear la evidencia científica disponible sobre el aprendizaje interprofesional y su contribución al desarrollo emocional de los estudiantes de ciencias de la salud. Resultados: Se identificaron 17 estudios que describen diversas estrategias y enfoques metodológicos aplicados al aprendizaje interprofesional, principalmente en contextos de formación de pregrado. Las variables emocionales abordadas incluyen inteligencia emocional, empatía, autorregulación y resiliencia. Conclusiones: La evidencia revisada sugiere que el aprendizaje interprofesional favorece el desarrollo de competencias emocionales que fortalecen el desempeño clínico y la colaboración efectiva dentro de los equipos de trabajo, contribuyendo así a una formación integral en las ciencias de la salud.
Introduction: Interprofessional Education (IPE) has been widely studied due to its positive effects on the development of communication, teamwork, and clinical collaboration skills. Emotional Intelligence (EI) has also been the subject of research, highlighting its role as a protective factor that contributes to academic success. However, its role in interprofessional learning and in promoting the emotional education and sustainability of health sciences students remains an underexplored area, especially in relation to preparation for future professional and personal challenges. Methods: A systematic review of the literature was conducted following PRISMA guidelines. Studies published between 2005 and 2015 were included with the aim of mapping the available scientific evidence on interprofessional learning and its contribution to the emotional development of health sciences students. Results: Seventeen studies were identified that describe various strategies and methodological approaches applied to interprofessional learning, mainly in undergraduate training contexts. The emotional variables addressed include emotional intelligence, empathy, self-regulation, and resilience. Conclusions: The evidence reviewed suggests that interprofessional learning promotes the development of emotional competencies that strengthen clinical performance and effective collaboration within work teams, thus contributing to comprehensive training in the health sciences.
Introduction: Interprofessional Education (IPE) has been widely studied due to its positive effects on the development of communication, teamwork, and clinical collaboration skills. Emotional Intelligence (EI) has also been the subject of research, highlighting its role as a protective factor that contributes to academic success. However, its role in interprofessional learning and in promoting the emotional education and sustainability of health sciences students remains an underexplored area, especially in relation to preparation for future professional and personal challenges. Methods: A systematic review of the literature was conducted following PRISMA guidelines. Studies published between 2005 and 2015 were included with the aim of mapping the available scientific evidence on interprofessional learning and its contribution to the emotional development of health sciences students. Results: Seventeen studies were identified that describe various strategies and methodological approaches applied to interprofessional learning, mainly in undergraduate training contexts. The emotional variables addressed include emotional intelligence, empathy, self-regulation, and resilience. Conclusions: The evidence reviewed suggests that interprofessional learning promotes the development of emotional competencies that strengthen clinical performance and effective collaboration within work teams, thus contributing to comprehensive training in the health sciences.
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Citation
Sandoval Zavala, M. C., Machado Arena, A., & Doval Naranjo, C. F. (2025). Promoción de la sostenibilidad emocional mediante aprendizaje interprofesional: una revisión de alcance . Revista Española De Educación Médica, 6(5).
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