Strategic learning in solving problematic teaching situations in students of Medicine: Dimensions and indicators

Abstract:

Background: Strategic learning is characterised by the use of flexible strategies that are transferred and adapted to new situations and are expressed in the solving of problematic situations. In the didactics of medical education, the solving of problematic educational situations constitutes an excellent method to develop learning. Objectives: To determine the dimensions and indicators of strategic learning in the solving of problematic educational situations as a variable that allows guiding the diagnosis, development and transformation of this learning type in medical education. Methods: Theoretical methods were applied, such as: historical logical, analytical-synthetic, inductive-deductive, and systemic structural. Among the empirical methods, the analysis of documents and criteria of experts were applied. Results: The process of learning for the Medicine degree in Cuba is conceived as focused on the active student, active, characterised by the solving of problematic situations. Strategic learning allows the conditional use of learning strategies, determined by regulating and self-regulating mechanisms, through the structuring of communicative processes with others during the planning, supervision and evaluation of the action plan performed. The experts considered that the dimensions and indicators stated for the strategic learning in the solving of problematic situations were suitable for the treatment of this variable in medical education. Discussion: Strategic learning in the solving of problematic educational situations develops conscious actions of contextual planning, reflexive performance, and strategic evaluation, where reflection constitutes the main point and cognitive, effective, communicative, and taking of decisions aspects, are integrated.

Año de publicación:

2015

Keywords:

• Strategic learning
• Solving of problematic situations
• Medical Education

Fuente:

scopus