Perceptions, reflections and learnings of Medicine students about a three-year experience of community-based education
Article Sidebar
Main Article Content
Abstract
Introduction: Community-Based Education (CBE) represents an educational strategy that brings medical training closer to real scenario practice, and promotes medical care of greater acceptability that contemplates the social sphere of health/disease processes and that adequately addresses the real needs of the population.
To date, there are few publications at the regional level in which the students themselves reflect on this type of training experience.
Objectives: To identify and communicate the main lessons learned from a CBE experience by Medicine-degree students.
Methodology: The systematization of experiences made by the first cohort that completed this experience at the Instituto Universitario del Hospital Italiano de Buenos Aires was reviewed. We reflected on the main difficulties observed and the most significant lessons learned from this experience. Domains were established, and the texts of the systematization generated during the course were codified. Then, a concept map was generated from which this work was written.
Results: This experience had three well-defined moments for the students: an initial stage, characterized by uncertainty and discomfort; an intermediate one, with strategic learning and some transformation; and an advanced one, with deep and situated learning.
Conclusion: It is recommended that EBC experiences are assigned enough time in the planning and that they end with a reflection process promoted by the teaching team.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
References
Bollela VR, Germani ACCG, Campos HH, et al. (eds). Educación basada en la comunidad para las profesiones de la salud: aprendiendo con la experiencia brasileña. [Washington, DC]: OPAS/PAHO; 2015.
Organización Panamericana de la Salud. La formación en medicina orientada hacia la atención primaria de salud. Washington, DC: OPS; 2008. (La Renovación de la Atención; 2).
Saulino JC, Sánchez MN, Busaniche JN, et al. Planificación de actividades de enseñanza en un currículo integrado: el riesgo de la “desintegración”. Rev Hosp Ital B. Aires. 2020;40(3):132-139. DOI: https://doi.org/10.51987/Rev.Hosp.Ital.B.Aires.v40i3.458
Gofin J, Montaner Gomis I, Foz Gil G. Metodología de la Atención Primaria Orientada a la Comunidad (APOC): elementos para su práctica. Rev Clín Electrón Aten Primaria. 2008;(16):1-8.
Jara Holliday O. La sistematización de experiencias: práctica y teoría para otros mundos posibles. Bogotá: Centro Internacional de Educación y Desarrollo Humano – CINDE; 2018.
Menéndez EL. Modelo médico hegemónico y atención primaria: segundas jornadas de Atención Primaria de la Salud. En: Spinelli H, Ferrer C, Diez Roux A, et al., (eds.). Segundas Jornadas de Atención Primaria de la Salud; 1988 abril 30 – mayo7; Buenos Aires, Argentina. Buenos Aires: Hospital de Niños Ricardo Gutiérrez; 1988. p.451- 464.
Bain K. Lo que hacen los mejores estudiantes de universidad. Valencia: Universitat de València; 2014.
Pozo JI, Pérez Echeverría MP, (eds). Psicología del aprendizaje universitario. Madrid: Morata; 2009.
Franco JVA, Granero M, Musarella NS, et al. Determinantes de la elección del primer nivel de atención en medicina como ámbito de formación y laboral: un estudio cualitativo [Determinants of the choice of the first level of care in medicine as a field of training and work: a qualitative study]. Aten Primaria. 2022;54(2):102192. https://doi.org/10.1016/j.aprim.2021.102192. DOI: https://doi.org/10.1016/j.aprim.2021.102192
Perkins DN. El aprendizaje pleno: principios de la enseñanza para transformar la educación. Buenos Aires: Paidós; 2010.
Schwartzman G. El aprendizaje colaborativo en intervenciones educativas en línea:¿ juntos o amontonados. En: Pérez S, Imperatore A, (comps). Comunicación y educación en entornos virtuales de aprendizaje: perspectivas teórico-metodológicas. Bernal: Universidad Nacional de Quilmes; 2009. p. 412-432.
Carlino P. Escribir, leer, y aprender en la universidad: una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica; 2005.
Salomón G. No es la herramienta lo que cuenta sino los fundamentos educativos [Internet]. Montreal: ED-Media Meeting; 2000 jun 28 [citado 2022 oct 10]. Disponible en: http://www.pent.org.ar/centro-de-recursos/no-herramienta-lo-que-cuenta-sino-fundamentos-educativos.
Levesque JF, Harris MF, Russell G. Patient-centred access to health care: conceptualising access at the interface of health systems and populations. Int J Equity Health. 2013;12:18. https://doi.org/10.1186/1475-9276-12-18. DOI: https://doi.org/10.1186/1475-9276-12-18
Massé J, Dupéré S, Martin É, et al. Transformative medical education: must community-based traineeship experiences be part of the curriculum? A qualitative study. Int J Equity Health. 2020;19(1):94. https://doi.org/10.1186/s12939-020-01213-4. DOI: https://doi.org/10.1186/s12939-020-01213-4