Publication: Meta-aggregation as a Methodological Approach for theSynthesis of Qualitative Evidence in Medical Education
Authors
Cedeño Orejuela, José André ; Luque Loor, Andy Hermógenes ; Melis Sosa, Ariel ; Añazco Moreira, Paola Ceciliana
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Publisher
Universidad de Murcia : servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.707771
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info:eu-repo/semantics/article
Description
Abstract
La creciente incorporación de la investigación cualitativa en la educación médica ha generado lanecesidad de métodos que permitan integrar sus hallazgos de forma sistemática y aplicable. En estecontexto, la meta-agregación se presenta como un enfoque metodológico robusto, basado en elpragmatismo, que sintetiza evidencia cualitativa preservando el significado original de los datos yorientándolos hacia la toma de decisiones. A través de un proceso estructurado de identificación,categorización y síntesis de hallazgos, facilita la generación de conocimiento transferible yrecomendaciones prácticas para el diseño curricular, la enseñanza y la evaluación en distintoscontextos formativos. Además, contribuye a la integración de evidencia en revisiones de métodosmixtos y al fortalecimiento de la traducción del conocimiento hacia la práctica educativa. Aunque suénfasis en la agregación puede limitar el desarrollo teórico, su valor radica en su capacidad paraproducir evidencia útil y aplicable, por lo que se propone su adopción más amplia como estrategiaclave para cerrar la brecha entre investigación cualitativa y práctica en educación médica
The increasing incorporation of qualitative research into medical education has generated a need formethods that allow for the systematic and applicable integration of its findings. In this context, meta-aggregation emerges as a robust, pragmatic methodological approach that synthesizes qualitativeevidence while preserving the original meaning of the data and guiding it toward decision-making.Through a structured process of identifying, categorizing, and synthesizing findings, it facilitates thegeneration of transferable knowledge and practical recommendations for curriculum design,teaching, and assessment in diverse educational contexts. Furthermore, it contributes to theintegration of evidence in mixed-methods reviews and strengthens the translation of knowledge intoeducational practice. Although its emphasis on aggregation may limit theoretical development, itsvalue lies in its capacity to produce useful and applicable evidence. Therefore, its wider adoption isproposed as a key strategy for bridging the gap between qualitative research and practice in medicaleducation.
The increasing incorporation of qualitative research into medical education has generated a need formethods that allow for the systematic and applicable integration of its findings. In this context, meta-aggregation emerges as a robust, pragmatic methodological approach that synthesizes qualitativeevidence while preserving the original meaning of the data and guiding it toward decision-making.Through a structured process of identifying, categorizing, and synthesizing findings, it facilitates thegeneration of transferable knowledge and practical recommendations for curriculum design,teaching, and assessment in diverse educational contexts. Furthermore, it contributes to theintegration of evidence in mixed-methods reviews and strengthens the translation of knowledge intoeducational practice. Although its emphasis on aggregation may limit theoretical development, itsvalue lies in its capacity to produce useful and applicable evidence. Therefore, its wider adoption isproposed as a key strategy for bridging the gap between qualitative research and practice in medicaleducation.
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Citation
Cedeño Orejuela, J. A., Luque Loor, A. H., Melis Sosa, A., & Añazco Moreira, P. C. (2026). Meta-agregación como Enfoque Metodológico para la Síntesis de Evidencia Cualitativa en la Educación Médica. Revista Española De Educación Médica, 7(2). https://doi.org/10.6018/edumed.707771
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