Maestría en Ciencias Biomédicas

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/33171

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    Perfeccionamiento estratégico didáctico para el aprendizaje desarrollador en Ciencias Biomédicas Clínicas
    (2025-04-01) González Asqui, Anthony Fernando; Yépez Yerovi, Fabián Eduardo; Universidad Técnica de Ambato / Facultad de Ciencias de Salud / Centro de Posgrados
    Developer learning is based on the dynamic integration between previous knowledge and new information acquired, promoting not only the accumulation of knowledge, but also the application of knowledge in practical and meaningful contexts. This pedagogical approach begins with a challenge posed by the teacher, who presents a clear objective for students to seek diverse solutions. This model provides the teacher with the fundamental domain to the student, thus allowing the students to achieve answers for themselves through the active role. The research is of a quasi-experimental type, explanatory with deliberate intervention based on the use of a didactic strategy. It is based on the quantitative paradigm, since a multiple-choice academic test and an evaluation rubric were used. The research was carried out with seventhsemester students of the Clinical Laboratory career of the Faculty of Health Sciences of the Technical University of Ambato in the academic period September 2024 – February 2025. The results found in this study show that the average grade of the multiple-choice academic test was 5.2/10 without the intervention of a didactic strategy. However, after applying a keynote lecture about novel molecular targets in cancer, complemented by the strategy based on analysis and discussion in working groups that involves collaborative learning, it was found that the average grade of the students increased significantly to 9.77/10 in the evaluation rubric. The impact of the didactic strategy was notable due to the statistically significant changes obtained through the Wilcoxon test (p < 0.05). The intervention of the strategy of analysis and discussion in working groups resulted in a notable improvement in the grades of university students, demonstrating the effectiveness of this pedagogical approach.