Desarrollo de una estrategia didáctica con enfoques complejos para el aprendizaje de las ciencias biomédicas básicas

Abstract

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.