Evaluación del aprendizaje basado en casos como estrategia pedagógica en los estudiantes de la cátedra de clínica de la Universidad de Guayaquil del periodo 2016 - 2017.

Abstract

Problem Based Learning (PBL) is a teaching-learning technique, in which a group of students with a tutor meet to analyze and solve cases; learning the first of the achievements and successes. Although it was initiated by the medicine career, it is being displaced little by little by the master classes. So the present investigation was developed in the exploratory and descriptive levels, because it was sought to know how the teacher carried out the PBL as a didactic strategy. The type of research is defined by the positivist, exploratory-action research method in the Medicine Career at the University of Guayaquil, for which a prior and subsequent evaluation of the application of the PBL was carried out; In addition, the performance of the students, the tutor and the level of satisfaction and acceptance of the pedagogical strategy were evaluated, through surveys at the end of the sessions, with the purpose of evaluating case-based learning as a pedagogical strategy. Subsequently, the information obtained was processed and processed. With the analysis of the information obtained, it was possible to verify through a subsequent evaluation of the application of the PBL, that the students had acquisition of new knowledge of the clinic chair and a wide acceptance of this educational strategy. It is recommended the implementation of the PBL in the clinical-surgical subjects of the medical career. A proposal was elaborated in which the steps to be followed for an adequate implementation of the PBL in that career are described.