Maestría en Ciencias Biomédicas

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

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Start date: 2021Subject: search.filters.subject.APRENDIZAJE ACTIVO

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    Estrategia pedagógica y didáctica para la presentación y discusión de Casos Clínicos sobre el Cáncer de Mama, por los Internos Rotativos de la Carrera de Medicina en el Servicio de Medicina Interna del Hospital Docente Ambato
    (2025-04-02) Freire Montesdeoca, Juan Gabriel; Acosta Acosta, Josué; Universidad Técnica de Ambato / Facultad de Ciencias de Salud / Centro de Posgrados
    Introduction: Breast cancer represents one of the leading causes of morbidity and mortality among women worldwide. The training of rotating medical interns is crucial for developing clinical competencies. Objective: The objective of this study is to propose a pedagogical and didactic strategy to improve the understanding and clinical management of breast cancer among rotating medical interns in the Internal Medicine Service at the Ambato Teaching Hospital. This strategy aims to promote active learning and critical reflection through the presentation and discussion of clinical cases in the Internal Medicine Service at the Ambato Teaching Hospital. Methodology: An explanatory, experimental, and prospective study design with deliberate intervention was carried out. This included the selection of representative breast cancer cases. Presentation sessions were conducted, during which interns presented the background, diagnosis, and treatment of the cases. Subsequently, a space for group discussion was facilitated, guided by a specialized faculty member. Results: The results showed a significant increase in the interns' understanding of the diagnostic and therapeutic aspects of breast cancer. Surveys indicated that 85% of the interns considered that the methodology used enhanced their learning and enabled them to address patient care more effectively. Conclusions: The design of a pedagogical and didactic strategy focused on the presentation and discussion of breast cancer clinical cases is effective in enhancing the training of medical interns. This methodology not only improves their understanding of the disease but also strengthens their clinical competencies.
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    Estrategia didáctica para el tutelaje académico en fisiología cardiovascular en carrera de medicina de la Universidad Técnica de Ambato
    (2025-04-01) Beltrán Barreto, Luis Gerardo; Zabala Haro, Alicia Monserrath; Universidad Técnica de Ambato / Facultad de Ciencias de Salud / Centro de Posgrados
    The research is based on academic mentoring in cardiovascular physiology in medical students of the Technical University of Ambato, in order to improve academic performance and understanding of complex concepts. The methodology combined qualitative and quantitative approaches, using multiple-choice questionnaires and perception surveys to assess knowledge and the effectiveness of academic tutorials. The sample included 33 students in the second semester of the medical career. The results showed that 75.8% of the students obtained outstanding grades and 84.8% highlighted the importance of didactic strategies. Clinical simulations and practical activities significantly improved the application of theoretical knowledge to practical contexts. The surveys reflected a high acceptance of the strategies used, underlining the importance of cooperative learning and the use of didactic guides. It is concluded that the approach based on active strategies and technological resources favors meaningful learning and the development of professional competencies. It is recommended to implement this strategy in other medical subjects to replicate its effectiveness.
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    Desarrollo de una estrategia didáctica con enfoques complejos para el aprendizaje de las ciencias biomédicas básicas
    (2025-04-01) Arana Chamorro, Michelle Paulette; Bustillos Ortiz, Alcides Alberto; Universidad Técnica de Ambato / Facultad de Ciencias de Salud / Centro de Posgrados
    This study focuses on the design and implementation of an innovative educational strategy to strengthen the learning of the preanalytical phase in clinical laboratory students in their first semester at the Universidad Técnica de Ambato. Recognizing the importance of the preanalytical phase in diagnostic accuracy and the fact that errors in this stage can exceed 70%, the aim of this research was to integrate dynamic teaching methods to address the limitations of traditional approaches. To develop the study, a methodology based on gamification, active learning, and problembased learning (PBL) was implemented, combining practical activities with theoretical elements to foster deep and contextualized learning. A pre-test and post-test were used to evaluate the effectiveness of this strategy in a group of 34 students. The statistical analysis results showed significant progress in acquiring competencies related to patient identification, sample handling, and preventing critical errors in the preanalytical phase. Additionally, a reduction in the learning gaps among the participants was observed. The pedagogical intervention proved effective not only in improving theoretical knowledge but also in developing practical skills that are essential for high-quality professional training. This integrative educational model promotes equity in learning and provides students with tools to face clinical challenges, emphasizing the importance of active methodologies in the training of health professionals.