Características metodológicas de la enseñanza del razonamiento profesional en kinesiología
Estudio cualitativo
Bibliographic Data
| ID | 5921672 |
|---|---|
| Authors | Jonathan Araya-Ávila (0009-0000-8075-0482, Catholic University of the Maule), Javiera Reyes-Alfaro (0009-0005-1156-3663, Catholic University of the Maule), Lilian Araya-Ávila (0009-0004-1496-0122, Catholic University of the Maule), Máximo Escobar-Cabello (0009-0008-8551-9819, Catholic University of the Maule) |
| Year | 2025 |
| Volume | 28 |
| Issue | 2 |
| Pages | 1-21 |
| Publication date | 2025-05-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Electrónica Educare (JOURNAL) |
| Journal identifiers | ISSN: 1409-4258 • E-ISSN: 1409-4258 |
| Publisher | Universidad Nacional de Costa Rica (PUBLISHER) |
| DOI | 10.15359/ree.28-2.18440 |
| OpenAlex | W4401196793 |
| Language | ES |
| References cited | 3 |
Background. The initial training of healthcare professionals has exhibited persistent declared dysfunction since the Alma Ata declaration, which exposed the difficulties of conditioned reasoning due to mimetic assimilation in problem-solving. Objective. To understand the methodological characteristics of the processes used by teachers in teaching professional reasoning (PR) to kinesiology students. Methodology. A qualitative interpretive study was conducted using a purposive sampling method, through semi structured interviews (SSI) with 9 expert teachers (ET) in PR from accredited universities. The interviews were recorded on the Microsoft TEAMS(R) platform. Data were collected during 2020-2023 in 5 selected Chilean Kinesiology schools based on curricular evidence and ranking. Results. The emerging themes identified in the interviews with teachers were transcribed and coded using the Atlas.ti(R) software. It was found that the characteristics of case study analysis in different applications stood out as the predominant methodology in teaching PR, while the most recurrent assessment instrument was the Rubric. Conclusions. There is a wide range of strategies used by ETs to teach PR. These strategies consist of both traditional methodologies and more student-centered active resources, with theoretical and practical aspects characterized by the formative moment, the selected model, and the imprecise taxonomic articulation of strategies and assessment instruments. This highlights the need for a greater integration of factors for the learning of PR
Accreditation · Debriefing · Formative assessment · Kinesiology · Mathematics education · Medical education · Nonprobability sampling · Pedagogy · Qualitative research · Rubric · Social science · Sociology · Clinical Reasoning and Diagnostic Skills · Health and Medical Education · Innovations in Medical Education · Medicine · Psychology · Social Psychology
| Highly cited | No |
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