Educación interprofesional en puericultura: investigación-acción participativa en una trayectoria de aprendizaje colaborativo
DOI:
https://doi.org/10.11606/issn.2176-7262.rmrp.2024.234841Palabras clave:
Puericultura, Educación interprofesional, Investigación-acción, Aprendizaje colaborativoResumen
Este artículo es un extracto de una tesis de maestría en docencia en salud, en la línea de investigación enseñanza-servicio-integración comunitaria. Objetivo: analizar el proceso de incorporación de los marcos teórico-conceptuales y metodológicos de la educación interprofesional (EIP) en la enseñanza de la puericultura para estudiantes de diferentes categorías profesionales de la salud. La pregunta guía de esta investigación fue: ¿cuáles son las potencialidades y desafíos de la enseñanza de la puericultura utilizando los supuestos de la EIP? Método: investigación descriptiva y exploratoria, con abordaje cualitativo, basada en la investigación-acción participativa, realizada en dos etapas. Participaron en la investigación 19 estudiantes de graduación de los programas de Enfermería (03), Fonoaudiología (07), Medicina (06) y Nutrición (03), además de un profesor de cada departamento. El método utilizado para el análisis de los datos fue el Análisis Temático Reflexivo (ATR) de los registros en diarios de investigación y portafolios reflexivos. El estudio fue aprobado por el Comité de Ética en Investigación Institucional bajo el dictamen nº 3.488.314. Resultados: en la primera etapa, se estructuraron los objetivos de aprendizaje, se definieron las competencias comunes y las metodologías de enseñanza; en la segunda etapa, se identificaron las expectativas de los estudiantes y se determinaron los puntos fuertes y débiles de la experiencia educativa. Conclusión: La atención a la infancia demostró ser un campo propicio para incorporar los principios de la IPE, con potencial para contribuir a la enseñanza, promover la interacción entre estudiantes y profesores de diferentes cursos e impulsar el desarrollo de prácticas colaborativas. Además, la investigación-acción participativa demostró ser un método adecuado para la intervención, evaluación y reflexión sobre la oferta educativa, beneficiando la organización de este proceso de trabajo. Sin embargo, el estudio destacó la necesidad de invertir en la formación en educación interprofesional de estudiantes y profesores, así como en modificaciones curriculares para su inclusión efectiva en los programas de grado y postgrado.
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Derechos de autor 2024 Devani Ferreira Pires, Marcelo Viana da Costa
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
