Publication: En el corazón del aula: perspectiva estudiantil sobre métodos docentes en Cardiología
Authors
Tudela Aybar, Maria Judith ; Larrubia-Valle, Jose I. ; Pelaez Berdun, Cristian ; Carmona-Segovia, Ada del Mar ; Pavón-Morón, Francisco Javier ; Jiménez-Navarro, Manuel F.
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Publisher
Universidad de Murcia: Servicio de Publicaciones
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DOI
https://doi.org/10.6018/edumed.646091
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info:eu-repo/semantics/article
Description
Abstract
La formación médica ha evolucionado a un enfoque en competencias y habilidades prácticas. En respuesta a las demandas cambiantes, las facultades de medicina han adoptado metodologías que promueven un aprendizaje activo y participativo, mejorando la motivación y el rendimiento de los estudiantes. Herramientas como la Pirámide de Miller y la Taxonomía de Bloom orientan la planificación y evaluación, integrando niveles de conocimiento con habilidades prácticas y competencia clínica. El objetivo de esta investigación era ahondar en la perspectiva estudiantil sobre los métodos docentes aplicados en la asignatura "Enfermedades del Sistema Circulatorio". Para ello, se diseñó un cuestionario para evaluar la valoración de métodos docentes en Medicina Cardiovascular e identificar diferencias estadísticas entre variables. Este fue distribuido de forma online a estudiantes de la Universidad de Málaga e incluyó secciones sobre variables sociodemográficas, percepción de competencias adquiridas, métodos docentes preferidos y nuevos supuestos de enseñanza. Finalmente, el estudio involucró a 121 estudiantes (32,2% hombres y 67,8% mujeres), con una mediana de 7,8 como nota media del expediente. La mayoría cursaba sexto (57%), seguido de quinto (24,8%) y cuarto (18,2%). El conocimiento de los factores de riesgo cardiovascular fue adquirido por el 99,2% de los estudiantes, mientras que la auscultación cardiopulmonar solo por el 43,8%. Los métodos docentes más valorados fueron las prácticas clínicas, los seminarios y talleres y el aprendizaje basado en problemas. Destaca la acogida global por clases magistrales con un enfoque más dinámico. En conclusión, la enseñanza integradora en Cardiología potencia el aprendizaje; percibiendo los estudiantes la necesidad de implementar métodos dinámicos y prácticos que reflejen escenarios clínicos reales.
Medical education has evolved towards a focus on competencies and practical skills. Inresponse to changing demands, medical faculties have adopted methodologies that promote activeand participative learning, enhancing student motivation and performance. Tools such as Miller'sPyramid and Bloom's Taxonomy guide planning and evaluation, integrating levels of knowledgewith practical skills and clinical competence. The aim of this investigation was to study moredeeply the student perspective on the teaching methods applied in the "Diseases of the CirculatorySystem" subject. To achieve that objective, a questionnaire was designed to assess the evaluation ofteaching methods in Cardiovascular Medicine and to identify statistical differences betweenvariables. This was distributed online to students from the University of Malaga and includedsections on sociodemographic variables, perception of acquired competencies, preferred teachingmethods, and new teaching assumptions. The study involved 121 students (32.2% male and 67.8% female), with a median grade point average of 7.8. The majority were in their sixth year (57%),followed by fifth year (24.8%) and fourth year (18.2%). Knowledge of cardiovascular risk factorswas acquired by 99.2% of students, while cardiopulmonary auscultation was acquired by only43.8%. The most valued teaching methods were clinical practices, seminars and workshops, andproblem-based learning. Notably, lectures with a more dynamic approach were widely welcomed.In conclussion, integrated teaching in Cardiology enhances learning; students perceive the need toimplement dynamic and practical methods that reflect real clinical scenarios.
Medical education has evolved towards a focus on competencies and practical skills. Inresponse to changing demands, medical faculties have adopted methodologies that promote activeand participative learning, enhancing student motivation and performance. Tools such as Miller'sPyramid and Bloom's Taxonomy guide planning and evaluation, integrating levels of knowledgewith practical skills and clinical competence. The aim of this investigation was to study moredeeply the student perspective on the teaching methods applied in the "Diseases of the CirculatorySystem" subject. To achieve that objective, a questionnaire was designed to assess the evaluation ofteaching methods in Cardiovascular Medicine and to identify statistical differences betweenvariables. This was distributed online to students from the University of Malaga and includedsections on sociodemographic variables, perception of acquired competencies, preferred teachingmethods, and new teaching assumptions. The study involved 121 students (32.2% male and 67.8% female), with a median grade point average of 7.8. The majority were in their sixth year (57%),followed by fifth year (24.8%) and fourth year (18.2%). Knowledge of cardiovascular risk factorswas acquired by 99.2% of students, while cardiopulmonary auscultation was acquired by only43.8%. The most valued teaching methods were clinical practices, seminars and workshops, andproblem-based learning. Notably, lectures with a more dynamic approach were widely welcomed.In conclussion, integrated teaching in Cardiology enhances learning; students perceive the need toimplement dynamic and practical methods that reflect real clinical scenarios.
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Citation
Tudela Aybar, M. J., Larrubia-Valle, J. I., Pelaez Berdun, C., Carmona-Segovia, A. del M., Pavón-Morón, F. J., & Jiménez-Navarro, M. F. (2025). En el corazón del aula: perspectiva estudiantil sobre métodos docentes en Cardiología. Revista Española De Educación Médica, 6(2).
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