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Percepciones de los estudiantes de Medicina de la Universidad Antonio Nariño respecto al desarrollo de su razonamiento clínico durante la transición desde el entorno B-Learning hacía sus primeros contactos en entornos clínicos.

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dc.contributor.advisorPerdomo Nuñez, Karin Natalia
dc.creatorRodriguez Sarmiento, Jose Over
dc.creatorPerez Poveda, Juan Carlos
dc.creatorArregoces Fernandez, William David
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.date.accessioned2026-01-23T20:08:19Z
dc.date.available2026-01-23T20:08:19Z
dc.date.created0025-12-16
dc.descriptionEl razonamiento clínico (RC) es fundamental en la formación médica, aunque comúnmente se enseña de manera implícita y fragmentada. Este estudio analizó cómo los estudiantes de Medicina perciben la transformación de su RC durante sus primeros contactos con el entorno clínico real, después de una instrucción preclínica estructurada mediante un entorno B-Learning basado en casos secuenciales. Se desarrolló un estudio de caso cualitativo instrumental con enfoque interpretativo y deductivo. Participaron 34 estudiantes de séptimo semestre (ocho grupos focales) y tres instructores clínicos (entrevistas semiestructuradas). El análisis temático se orientó por los modelos de Baldwin y Ford (1988) e Illeris (2003), para garantizar rigor, se integró triangulación de fuentes. Los hallazgos muestran que la transición desde el B-Learning hacia la práctica clínica implica un cambio desde un razonamiento lineal e hipotético-deductivo hacia uno más dinámico, sistémico y contextual. Este proceso estuvo moldeado por tres tipos de factores: facilitadores (organización cognitiva, práctica espaciada, uso de casos reales y acompañamiento docente), limitantes (sesgos cognitivos, déficits de conocimiento, presión asistencial y dificultades en la obtención y comunicación de información) y catalizadores (exposición a la complejidad, incertidumbre y razonamiento en tiempo real). La contribución original del estudio radica en describir y diferenciar estos tres tipos de factores, ofreciendo un marco comprensivo para entender cómo se transforma el RC durante la transición entre entornos y señalando nuevas oportunidades para fortalecer su enseñanza. Reconocer estos factores es clave para orientar futuros diseños pedagógicos y líneas de investigación centradas en mejorar la transferencia del aprendizaje.
dc.description.abstractClinical reasoning (CR) is fundamental in medical education, yet it is commonly taught in an implicit and fragmented manner. This study explored how medical students perceive the transformation of their CR during their first encounters with real clinical settings, following structured preclinical instruction delivered through a case-based B-Learning environment using sequential cases. An instrumental qualitative case study with an interpretive and deductive approach was conducted. Participants included 34 seventh-semester medical students (eight focus groups) and three clinical instructors (semi-structured interviews). Thematic analysis was guided by the models of Baldwin and Ford (1988) and Illeris (2003), and source triangulation was employed to ensure rigor. The findings indicate that the transition from B-Learning to clinical practice involves a shift from linear, hypothetico-deductive reasoning toward a more dynamic, systemic, and context-dependent form of reasoning. This process was shaped by three types of factors: facilitating factors (cognitive organization, spaced practice, use of real clinical cases, and faculty guidance), limiting factors (cognitive biases, knowledge deficits, clinical workload pressure, and difficulties in information gathering and communication), and catalyzing factors (exposure to complexity, uncertainty, and real-time clinical reasoning). The original contribution of this study lies in describing and differentiating these three types of factors, offering a comprehensive framework for understanding how CR is transformed during the transition between learning environments and highlighting new opportunities to strengthen its teaching. Recognizing these factors is essential to inform future pedagogical designs and research agendas aimed at improving learning transfer.
dc.format.extent53 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_47295
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/47295
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisherPontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.programMaestría en Educación para Profesionales de la Salud
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
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dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectB-Learning
dc.subjectRazonamiento clínico
dc.subjectEducación médica
dc.subjectTransicion clinica
dc.subjectTransferencia
dc.subject.keywordMedical education
dc.subject.keywordClinical reasoning
dc.subject.keywordClinical transitions
dc.subject.keywordLearning transfer
dc.subject.keywordInfluencing factors
dc.titlePercepciones de los estudiantes de Medicina de la Universidad Antonio Nariño respecto al desarrollo de su razonamiento clínico durante la transición desde el entorno B-Learning hacía sus primeros contactos en entornos clínicos.
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dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.spaTesis de maestría
local.department.reportEscuela de Medicina y Ciencias de la Salud
local.regionesVirtual
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