Mostrar el registro sencillo del ítem

Experiencias de aprendizaje en salud comunitaria de estudiantes de pregrado de medicina de una universidad en Chía, Colombia

dc.contributor.advisorLamus Lemus, Francisco
dc.contributor.advisorReinoso Chávez, Natalia
dc.contributor.authorJaimes Peñuela, Claudia Liliana
dc.date.accessioned2020-09-03T20:46:35Z
dc.date.available2020-09-03T20:46:35Z
dc.date.issued2020-08-12
dc.identifier.urihttp://hdl.handle.net/10818/43179
dc.description65 páginases_CO
dc.description.abstractEn Colombia la atención en salud es fragmentada, segmentada y supraespecializada, engrandeciendo la brecha existente entre los recursos de salud disponibles y las necesidades de la población. Es por esta razón que, se debe fomentar programas de educación médica que respondan a las necesidades de las poblaciones a las que sirven. En la Universidad de La Sabana, no se ha investigado a profundidad la experiencia del aprendizaje en Medicina, desde la perspectiva de los estudiantes. Al conocer la relación entre el estudiante y lo que intenta aprender, se puede proponer y adoptar nuevas conductas que generen mejoras en el programa y en las comunidades donde se tiene influencia.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectSalud públicaes_CO
dc.subjectServicios de salud para la comunidades_CO
dc.subjectEducación médicaes_CO
dc.subjectMedicina como profesiónes_CO
dc.subjectÉtica médicaes_CO
dc.titleExperiencias de aprendizaje en salud comunitaria de estudiantes de pregrado de medicina de una universidad en Chía, Colombiaes_CO
dc.typemaster thesises_CO
dc.identifier.local278330
dc.identifier.localTE10820
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsrestrictedAccesses_CO
dcterms.referencesAhmad, A., Bahri Yusoff, M. S., Zahiruddin Wan Mohammad, W. M., & Mat Nor, M. Z. (2018). Nurturing professional identity through a community based education program: medical students experience. Journal of Taibah University Medical Sciences, 13(2), 113-122. https://doi.org/10.1016/j.jtumed.2017.12.001eng
dcterms.referencesÅkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321-334. https://doi.org/10.1080/07294360500284672eng
dcterms.referencesAmalba, A., Van Mook, W. N. K. A., Mogre, V., & Scherpbier, A. J. J. A. (2016). The perceived usefulness of community based education and service (COBES) regarding students’ rural workplace choices. BMC Medical Education, 16(1), 1-11. https://doi.org/10.1186/s12909-016-0650-0eng
dcterms.referencesArja, S. B., Arja, S. B., Chunchu, V. A., Sai, N., & Datla, V. (2018). Students’ perceptions on community-based education at Avalon University School of Medicine during the first two years of the program. MedEdPublish. https://doi.org/https://doi.org/10.15694/mep.2018.0000190.1eng
dcterms.referencesAshworth, P., & Lucas, U. (2000). Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295-308. https://doi.org/10.1080/713696153eng
dcterms.referencesBoelen, C., & Woollard, B. (2009). Social accountability and accreditation: a new frontier for educational institutions. Medical Education, 43(9), 887-894. https://doi.org/10.1111/j.1365-2923.2009.03413.xeng
dcterms.referencesBowden, J. A. (2000). The nature of phenomenographic research. En J. Bowden & E. Walsh (Eds.), Phenomenography (pp. 1-18). Melbourne: RMIT University Press.eng
dcterms.referencesCarlisle, S., Gourd, K., Rajkhan, S., & Nitta, K. (2017). Assessing the impact of communitybased learning on students: The Community-Based Learning Impact Scale (CBLIS). Journal of Service-Learning in Higher Education, 6. https://journals.sfu.ca/jslhe/index.php/jslhe/article/view/104/69eng
dcterms.referencesChacón, R. M., Montbrun, N., & Rastelli, V. (2009). La educación para la sostenibilidad: Rol de las universidades. Argos, 26(50), 50-74eng
dcterms.referencesClark, M. C. (1993). Transformational Learning. En New directions for adult and continuing education (Vol. 57, pp. 47-56). John Wiley & Sons, Ltd. https://doi.org/10.18848/2327- 011x/cgp/v07i02/53233eng
dcterms.referencesCranton, P. (2002). Teaching for Transformation. En New directions for adult and continuing education (Número 93, pp. 63-72). John Wiley & Sons, Ltd. https://doi.org/10.4324/9780203839713.ch32eng
dcterms.referencesDijk, S., Glasner, J., Purdy, K., Bhiri, M., & Ramalho, R. (2017). Students’ toolkit: Social accountability in medical schools (p. 15). International Federation of Medical Students’ Associations (IFMSA/ Training for Health Equity Network (THEnet). https://ifmsa.org/social-accountability/eng
dcterms.referencesDunkin, R. (2000). Using phenomenography to study organisational change. En J. Bowden & E. Walsh (Eds.), Phenomenography (pp. 137-152). Melbourne: RMIT University Presseng
dcterms.referencesDurning, S. J., & Artino, A. R. (2011). Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52. Medical Teacher, 33, 188-199. https://doi.org/10.3109/0142159X.2011.550965eng
dcterms.referencesEarly, J., & Lasker, G. A. (2018). Strengthening Communities of Inquiry Online and Offline: Exploring the Benefits and Challenges of Including Service-Learning in a Fully Online Women’s Global Health Course. Pedagogy in Health Promotion, 4(3), 218-226. https://doi.org/10.1177/2373379917730843eng
dcterms.referencesEdström, D. W., Wilhemsson-Macleod, N., Berggren, M., Josephson, A., & Wahlgren, C.-F. (2015). A phenomenographic study of students’ conception of learning for a written examination. International journal of medical education, 6, 40-46. https://doi.org/10.5116/ijme.5513.0eeceng
dcterms.referencesGoldie, J. (2012). The formation of professional identity in medical students: Considerations for educators. Medical Teacher, 34(9), e641-e648. https://doi.org/10.3109/0142159X.2012.687476eng
dcterms.referencesGonzález, C. (2010). What do university teachers think eLearning is good for in their teaching? Studies in Higher Education, 35(1), 61-78. https://doi.org/10.1080/03075070902874632eng
dcterms.referencesGreenhill, J., Richards, J. N., Mahoney, S., Campbell, N., & Walters, L. (2018). Transformative Learning in Medical Education: Context Matters, a South Australian Longitudinal Study. Journal of Transformative Education, 16(1), 58-75. https://doi.org/10.1177/1541344617715710eng
dcterms.referencesGreer, P. J. J., Brown, D. R., Brewster, L. G., Lage, O. G., Esposito, K. F., Whisenant, E. B., Anderson, F. W., Castellanos, N. K., Stefano, T. A., & Rock, J. A. (2018). Socially Accountable Medical Education: An Innovative Approach at Florida International University Herbert Wertheim College of Medicine. Academic Medicine, 93(1), 60-65. https://doi.org/10.1097/ACM.0000000000001811eng
dcterms.referencesHan, F., & Ellis, R. A. (2019). Using phenomenography to tackle key challenges in science education. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.01414eng
dcterms.referencesHarden, R. M., Laidlaw, J. M., & Irby, D. M. (2017). An Introduction to teaching and learning in medicine (Second Edi). Elsevier Ltd.eng
dcterms.referencesHeld, F. P., Roberts, C., Daly, M., & Brunero, C. (2019). Learning relationships in community-based service-learning: A social network analysis. BMC Medical Education, 19(1), 1-10. https://doi.org/10.1186/s12909-019-1522-1eng
dcterms.referencesHernández-Rincón, Erwin H, Lamus-Lemus, F., Carratalá-Munuera, C., Orozco-Beltrán, D., Jaramillo-Hoyos, C. L., & Robles-Hernández, G. (2017). Building community capacity in leadership for primary health care in Colombia. Lessons from the field. Medicc Review, 19(2-3), 65-70eng
dcterms.referencesKauffman, D. M., & Mann, K. V. (2014). Teaching and learning in medical education: How theory can inform practice. En T. Swanwick (Ed.), Understanding Medical Education: Evidence, Theory and Practice (Second, pp. 7-29). John Wiley & Sons, Ltd.eng
dcterms.referencesKeren, D., Lockyer, J., & Ellaway, R. H. (2017). Social studying and learning among medical students: a scoping review. Perspectives on Medical Education, 6(5), 311-318. https://doi.org/10.1007/s40037-017-0358-9eng
dcterms.referencesKhan, S. H., Abdou, B. O., Kettunen, J., & Gregory, S. (2019). A phenomenographic research study of students’ conceptions of mobile learning: An example from higher education. SAGE Open, 9(3), 1-17. https://doi.org/10.1177/2158244019861457eng
dcterms.referencesKiely, R. (2005). A Transformative Learning Model for Service-Learning: A Longitudinal Case Study. Michigan Journal of Community Service Learning, 12(1), 5-22. https://eric.ed.gov/?id=EJ848477eng
dcterms.referencesLamus-Lemus, F., Correal-Muñoz, C., Hernández-Rincón, E., Serrano-Espinosa, N., JaimesdeTriviño, C., Díaz-Quijano, D., & García-Manrique, J. G. (2017). The pursuit of healthier communities through a community health medical education program. Education for Health, 30(2), 116-125. https://doi.org/10.4103/efh.EfHeng
dcterms.referencesLarsson, J., Holmström, I., Lindberg, E., & Rosenqvist, U. (2004). Trainee anaesthetists understand their work in different ways: Implications for specialist education. British Journal of Anaesthesia, 92(3), 381-387. https://doi.org/10.1093/bja/aeh079eng
dcterms.referencesLarsson, J., Holmstrom, I., & Rosenqvist, U. (2003). Professional artist, good Samaritan, servant and co-ordinator: four ways of understanding the anaesthetist’s work. Acta Anaesthesiologica Scandinavica, 47(7), 787-793. https://doi.org/10.1034/j.1399- 6576.2003.00151.xeng
dcterms.referencesMarton, F. (1986). Phenomenography—A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49eng
dcterms.referencesMarton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associateseng
dcterms.referencesMerriam, S. B. (2017). Adult Learning Theory: Evolution and Future Directions. PAACE Journal of Lifelong Learning, 26, 21-37.eng
dcterms.referencesMezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Basseng
dcterms.referencesNaudé, L. (2015). On (un)common ground: Transforming from dissonance to commitment in a service learning class. Journal of College Student Development, 56(1), 84-102. https://doi.org/10.1353/csd.2015.0002eng
dcterms.referencesPolyzoi, E., & Magro, K. (2015). Inner landscapes: Transformative learning Experiences of Canadian Education interns in Greece. In education, 21(1), 115-136. https://ineducation.ca/ineducation/article/view/164/755eng
dcterms.referencesRands, M. L., & Gansemer-Topf, A. M. (2016). Phenomenography: A methodological approach for assessing student learning in student affairs. The Journal of Student Affairs Inquiry, 1(2), 1-17. https://lib.dr.iastate.edu/edu_pubs/45eng
dcterms.referencesRavitch, S. M. (2020). The Best Laid Plans… Qualitative Research Design During COVID19. https://socialsciencespace.com/2020/03/the-best-laid-plans-qualitative-researchdesign-during-covid-19/eng
dcterms.referencesRoberts, C., Daly, M., Kumar, K., Perkins, D., Richards, D., & Garne, D. (2012). A longitudinal integrated placement and medical students’ intentions to practise rurally. Medical Education, 46(2), 179-191. https://doi.org/10.1111/j.1365-2923.2011.04102.xeng
dcterms.referencesRöing, M., Holmström, I. K., & Larsson, J. (2018). A metasynthesis of phenomenographic articles on understandings of work among healthcare professionals. Qualitative Health Research, 28(2), 273-291. https://doi.org/10.1177/1049732317719433eng
dcterms.referencesShuell, T. J. (1986). Cognitive Conceptions of Learning. Review of Educational Research, 56(4), 411-436. https://doi.org/10.2307/1170340eng
dcterms.referencesStenfors-Hayes, T., Hult, H., & Dahlgren, M. A. (2013). A phenomenographic approach to research in medical education. Medical Education, 47, 261-270. https://doi.org/10.1111/medu.12101eng
dcterms.referencesStrasser, R., Worley, P., Cristobal, F., Marsh, D. C., Berry, S., Strasser, S., & Ellaway, R. (2015). Putting communities in the driver’s seat: The realities of community-engaged medical education. Academic Medicine, 90(11), 1466-1470. https://doi.org/10.1097/ACM.0000000000000765eng
dcterms.referencesSwanwick, T. (2014). Understanding medical education. En T. Swanwick (Ed.), Understanding Medical Education: Evidence, Theory and Practice (Second, pp. 3-6). John Wiley & Sons, Ltd.eng
dcterms.referencesTan, Y. H., & Tan, S. C. (2020). Designing the Phenomenographic Study and Constituting the Outcome Spaces. En Conceptions of Knowledge Creation, Knowledge and Knowing. A Phenomenography of Singapore Chinese Language Teachers (pp. 47-66). Springer Nature Singapore Pte Ltd. 2020. https://doi.org/10.1007/978-981-15-3564-2eng
dcterms.referencesTaylor, D. C. M., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 83, e1561- e1572. https://doi.org/10.3109/0142159X.2013.828153eng
dcterms.referencesTrigos-Carrillo, L., Fonseca, L., & Reinoso, N. (2020). Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00047eng
dcterms.referencesTrigwell, K. (2000). A phenomenographic interview on phenomenography. En J. Bowden & E. Walsh (Eds.), Phenomenography (pp. 62-82). Melbourne: RMIT University Presseng
dcterms.referencesVan Schalkwyk, S. C., Hafler, J., Brewer, T. F., Maley, M. A., Margolis, C., McNamee, L., Meyer, I., Peluso, M. J., Schmutz, A. M. S., Spak, J. M., & Davies, D. (2019). Transformative learning as pedagogy for the health professions: a scoping review. Medical Education, 53(6), 547-558. https://doi.org/10.1111/medu.13804eng
dcterms.referencesWeurlander, M., Lönn, A., Seeberger, A., Hult, H., Thornberg, R., & Wernerson, A. (2019). Emotional challenges of medical students generate feelings of uncertainty. Medical Education, 53(10), 1037-1048. https://doi.org/10.1111/medu.13934eng
dcterms.referencesWilson, A. L. (1993). The Promise of Situated Cognition. New Directions for Adult and Continuing Education, 57, 71-79. https://doi.org/10.1002/ace.36719935709eng
dcterms.referencesWilson, I., Cowin, L. S., Johnson, M., & Young, H. (2013). Professional identity in medical students: Pedagogical challenges to medical education. Teaching and Learning in Medicine, 25(4), 369-373. https://doi.org/10.1080/10401334.2013.827968eng
dcterms.referencesYardley, S., Teunissen, P. W., & Dornan, T. (2012a). Experiential learning: Transforming theory into practice. Medical Teacher, 161-164. https://doi.org/10.3109/0142159X.2012.643264eng
dcterms.referencesYardley, S., Teunissen, P. W., & Dornan, T. (2012b). Experiential learning AMEE guide No. 63. Medical Teacher, 44(63), e102-e115. https://doi.org/10.3109/0142159X.2012.650741eng
dcterms.referencesElizalde González, J. J. (2005). La educación médica en medicina. An Med Asoc Med Hosp ABC, 50(4), 146-149spa
dcterms.referencesFrancisco Amat, A., & Moliner Miravet, L. (2010). El Aprendizaje Servicio en la Universidad: una estrategia en la formación de ciudadanía crítica. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13(4), 69-77. http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=217015570006spa
dcterms.referencesFrenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., García, P. J., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Pablos-Méndez, A., Reddy S., Scrimshaw, S., Sepúlveda, J., Serwadda, D., & Zurayk, H. (2015). Profesionales de la salud para el nuevo siglo: transformando la educación para fortalecer los sistemas de salud en un mundo interdependiente. Educación Médica, 16(1), 9-16. https://doi.org/10.1016/j.edumed.2015.04.011spa
dcterms.referencesGarcía Romero, D., & Lalueza, J. L. (2019). Procesos de aprendizaje e identidad en aprendizaje-servicio universitario: una revisión teórica. Educacion XX1, 22(2), 45-68. https://doi.org/10.5944/educxx1.22716spa
dcterms.referencesGezuraga, M. (2017). El Aprendizaje-Servicio y su contribución a la función de extensión universitaria. Desarrollo en la Universidad del País Vasco (UPV/EHU). REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 15(1), 5-18. https://doi.org/10.15366/reice2017.15.1.001spa
dcterms.referencesGonzález-Ugalde, C. (2014). Investigación fenomenográfica. Magis. Revista Internacional de Investigación en Educación, 7(14), 141. https://doi.org/10.11144/Javeriana.M7- 14.INFEspa
dcterms.referencesHernández-Rincón, Erwin Hernando. (2017). Atención primaria y determinantes sociales en la formación de recursos humanos en Colombia para el mejoramiento de la salud de la población [Universidad Miguel Hernández]. http://dspace.umh.es/bitstream/11000/4814/1/TD Hernandez Rincón%2C Erwin Hernando.pdfspa
dcterms.referencesHernández Morales, A., Casas Patiño, O., Pérez Garcés, R., & Varela Terán, O. (2018). La sociología de la salud y los paradigmas de investigación. 11-25.spa
dcterms.referencesJara Gutiérrez, N. P., Díaz-López, M. M., & Zapata-Castañeda, P. N. (2015). Desafíos educativos para el profesor de medicina: evaluación de su desempeño. IATREIA, 28(3), 292-299. https://doi.org/10.17533/udea.iatreia.v28n3a07.292spa
dcterms.referencesLalueza, J. L., Sánchez-Busqués, S., & Padrós, M. (2016). Creando vínculos entre Universidad y Comunidad: el proyecto Shere Rom, una experiencia de aprendizaje servicio en la Facultad de Psicología de la Universitat Autònoma de Barcelona. RIDAS, Revista Iberoamericana de Aprendizaje Servicio, 2, 33-69. https://doi.org/DOI10.1344/RIDAS2016.2.3spa
dcterms.referencesLamus-Lemus, F., Correal-Muñoz, C., & Hernández-Rincón, E. (2015). Construcción de entornos saludables en el marco de la Atención Primaria en Salud: el caso de la enseñanza de Salud Comunitaria en el Programa de Medicina de la Universidad de La Sabana. Salud Uninorte, 31(2), 424-434. https://doi.org/10.14482/ sun.30.1.4309spa
dcterms.referencesResolución N° 8430 de 1993. Normas científicas, técnicas y administrativas para la investigación en salud., 19 (1993). https://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/DIJ/RESOLU CION-8430-DE-1993.PDFspa
dcterms.referencesOrganización Mundial de la Salud, O. (1987). Community based education of health personnel. http://apps.who.int/iris/bitstream/handle/10665/41714/WHO_TRS_746.pdf?sequence= 1&isAllowed=yspa
dcterms.referencesPineda Cañar, C. A. (2015). El proceso educativo del médico en Colombia desde el concepto de formación a partir de un estudio hermenéutico. Iatreia, 28(2), 181-192. https://doi.org/10.17533/udea.iatreia.v28n2a08.181spa
dcterms.referencesSchunk, D. H. (2012). Teorías del aprendizaje: Una perspectiva educativa (6a edición). Pearson Education.spa
thesis.degree.disciplineFacultad de Medicinaes_CO
thesis.degree.levelMaestría en Educación Médicaes_CO
thesis.degree.nameMagíster en Educación Médicaes_CO


Ficheros en el ítem

Thumbnail
Nombre:
Tesis Claudia Jaimes - EduMed .pdf
Tamaño:
960.8Kb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcepto si se señala otra cosa, la licencia del ítem se describe como Attribution-NonCommercial-NoDerivatives 4.0 International