Barreras para la implementación de una docencia centrada en el aprendizaje de los estudiantes en el área de la salud

Carolina Martínez Locci; Carlos González Ugalde

doi:10.22235/pe.v18i2.4569

Authors

Carolina Martínez Locci Pontificia Universidad Católica de Chile https://orcid.org/0009-0002-9751-7083
Carlos González Ugalde Pontificia Universidad Católica de Chile https://orcid.org/0000-0002-3154-0777

DOI:

https://doi.org/10.22235/pe.v18i2.4569

Keywords:

active learning, barriers, higher education

Abstract

Student-centered teaching is regarded as the ideal approach for higher education; however, significant barriers continue to hinder its full adoption. The aim of this study is to identify the barriers reported by academics and to describe the particularities of their perspectives and experiences concerning them. To this end, a qualitative study was conducted using thematic analysis based on interviews with faculty members teaching undergraduate programs in various health-related disciplines in Chile. The barriers and challenges identified cluster around student characteristics, faculty attributes, and institutional and cultural contexts. These barriers emerge from the challenges that educators must face in response to societal change. Therefore, teacher training, the recognition of teaching as a professional endeavor, and the ongoing, both personal and institutional, inquiry into teaching practices are of particular relevance.

Downloads

Download data is not yet available.

References

Álvarez-Álvarez, C., & Sanchez-Ruiz, L. (2024). Buenas prácticas para fomentar la interacción en las aulas universitarias. Revista Iberoamericana de Educación Superior, 15(43), 98-104. https://doi.org/10.22201/iisue.20072872e.2024.43.1294

Baik, C., Naylor, R., Arkoudis, S., & Dabrowski, A. (2017). Examining the experiences of first-year students with low tertiary admission scores in Australian universities. Studies in Higher Education, 44(3), 526–538. https://doi.org/10.1080/03075079.2017.1383376

Barboyon Combey, L., & Gargallo López, B. (2021). Métodos centrados en el estudiante. Sus efectos en las estrategias y los enfoques de aprendizaje de los universitarios. Teoría de la Educación. Revista Interuniversitaria, 34(1), 215-237. https://doi.org/10.14201/teri.25600

Bernasconi, A., Berríos, P., & Véliz, D. (2021a). La profesión académica en Chile: 50 años en cuatro momentos / The academic profession in chile: 50 years in four moments. Revista de Educación, 0(24.2), 227-246. https://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/5549

Bernasconi, A., Berríos Cortés, P., Guzmán, P., Véliz, D., & Celis, S. (2021b). La profesión académica en Chile: perspectivas desde una encuesta internacional. Calidad en la educación, (54), 46-72. https://dx.doi.org/10.31619/caledu.n54.923

Biggs, J. (2006). Calidad del aprendizaje universitario [2ª ed.]. Narcea.

Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brunner, J. J. (Ed.). (2024). Educación Superior en Iberoamérica. Informe 2024. Centro Interuniversitario de Desarrollo. https://cinda.cl/publicaciones/#flipbook-df_1255/3/

Bucklin, B. A., Asdigian, N. L., Hawkins, J. L., & Klein, U. (2021). Making it stick: use of active learning strategies in continuing medical education. BMC medical education, 21(1), 44. https://doi.org/10.1186/s12909-020-02447-0

Chaudhuri, J. D. (2020). Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. Anatomical sciences education, 13(2), 250-271. https://doi.org/10.1002/ase.1884

Córica, J. L. (2020). Resistencia docente al cambio: Caracterización y estrategias para un problema no resuelto. RIED. Revista Iberoamericana de Educación a Distancia, 23(2), 255-272. https://doi.org/10.5944/ried.23.2.26578

Elmberger, A., Björck, E., Liljedahl, M., Nieminen, J., & Bolander Laksov, K. (2019). Contradictions in clinical teachers’ engagement in educational development: an activity theory analysis. Advances in health sciences education: theory and practice, 24(1), 125–140. https://doi.org/10.1007/s10459-018-9853-y

Estrada González, C., Pardo Herrera, I., & Pupo Ávila, N. L. (2021). La profesión académica en salud: ¿formación o capacitación? Educación Médica Superior, 35(1). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412021000100015&lng=es&tlng=es

Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107

Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers. Education Sciences, 13(3), 309. https://doi.org/10.3390/educsci13030309

Fondón, I., Madero, M. J., & Sarmiento, A. (2010). Principales problemas de los profesores principiantes en la enseñanza universitaria. Formación Universitaria, 3(2), 21-28. https://dx.doi.org/10.4067/S0718-50062010000200004

Forrester, N. (2023). Fed up and burnt out: ‘quiet quitting’ hits academia. Nature, 615(7953), 751-753. https://doi.org/10.1038/d41586-023-00633-w

Frenk, J., Chen, L. C., Chandran, L., Groff, E. O. H., King, R., Meleis, A., & Fineberg, H. V. (2022). Challenges and opportunities for educating health professionals after the COVID-19 pandemic. Lancet, 400(10362), 1539–1556. https://doi.org/10.1016/S0140-6736(22)02092-X

García García, J. A., De León Saldívar, J. G., & Corral Reséndiz, L. F. (2025). Revisión sistemática de autoeficacia en la profesión docente. Revista de Investigación Educativa, Intervención Pedagógica y Docencia, 3(2), 51-76. https://doi.org/10.71770/579ew382

González, C. (2010). El aprendizaje y el conocimiento académico sobre la enseñanza como claves para mejorar la docencia universitaria. Calidad en la Educación, (33), 123-146. https://doi.org/10.31619/caledu.n33.141

Henderson, K. J., Coppens, E. R., & Burns, S. (2021). Addressing Barriers to Implementing Problem-Based Learning. AANA journal, 89(2), 117–124. https://www.proquest.com/openview/c8b33e094c0a7e13c423252bcf055fa4/1.pdf?pq-origsite=gscholar&cbl=41335

Jiménez, N., & San Martín, S. (2019). Tipología de docentes universitarios de acuerdo con su desempeño docente: motivados y no motivados. CIENCIA ergo-sum, 26(2). https://www.redalyc.org/journal/104/10458194003/10458194003.pdf

Karimi, E., Sohrabi, Z., & Aalaa, M. (2022). Change Management in Medical Contexts, especially in Medical Education: A Systematized Review. Journal of advances in medical education & professionalism, 10(4), 219-227. https://doi.org/10.30476/JAMP.2022.96519.1704

Kim, A. M., Speed, C. J., & Macaulay, J. O. (2019). Barriers and strategies: Implementing active learning in biomedical science lectures. Biochemistry and Molecular Biology Education: A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 47(1), 29-40. https://doi.org/10.1002/bmb.21190

León Guerrero, M. J., & Crisol Moya, E. (2011). Diseño de cuestionarios (OPPUMAUGR y OPEUMAUGR): La opinión y la percepción del profesorado y de los estudiantes sobre el uso de las metodologías activas en la universidad. Revista de Currículum y Formación de Profesorado, 15(2), 271-298. https://www.redalyc.org/articulo.oa?id=56719129018

Lindblom‐Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298. https://doi.org/10.1080/03075070600680539

López Damián, A. I., García Ponce de León, O., Pérez Mora, R., Montero Hernández, V., & Rojas Ortiz, E. L. (2016). Los profesores de tiempo parcial en las universidades públicas estatales: una profesionalización inconclusa. Revista de la Educación Superior, 45(180), 23-39. https://doi.org/10.1016/j.resu.2016.06.007

Mälkki, K., & Lindblom-Ylänne, S. (2012). From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education, 37(1), 33-50. https://doi.org/10.1080/03075079.2010.492500

Martínez-Pardo, J. A. (2024). Tipologías en torno al profesorado universitario de tiempo parcial, ¿por qué son necesarias? Revista Iberoamericana de Educación Superior, 15(43), 163-180. https://doi.org/10.22201/iisue.20072872e.2024.43.1783

Montero, L., Triviño, X., Sirhan, M., Moore, P., & Leiva, L. (2012). Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa. Revista Médica de Chile, 140(6), 695-702. https://dx.doi.org/10.4067/S0034-98872012000600001

Patston, P., Holmes, D., Maalhagh-Fard, A., Ting, K., & Ziccardi, V. B. (2010). Maximising the potential of part-time clinical teachers. The clinical teacher, 7(4), 247-250. https://doi.org/10.1111/j.1743-498X.2010.00396.x

Peña-Vicuña, P., & Acosta-Peña, R. (2023). La formación en docencia universitaria, aportes y desafíos para la profesionalización docente. Estudios pedagógicos (Valdivia), 49(3), 293-310. https://dx.doi.org/10.4067/s0718-07052023000400293

Puryer, J., McNally, L., & O’Sullivan, D. (2015). The views of part-time clinical teachers regarding their role in undergraduate education at the University of Bristol Dental School. British dental journal, 218(2), 79-83. https://doi.org/10.1038/sj.bdj.2015.30

Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological bulletin, 143(6), 565-600. https://doi.org/10.1037/bul0000098

Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., Eagan, M. K., Jr, Esson, J. M., Knight, J. K., Laski, F. A., Levis-Fitzgerald, M., Lee, C. J., Lo, S. M., McDonnell, L. M., McKay, T. A., Michelotti, N., Musgrove, A., Palmer, M. S., Plank, K. M., Rodela, T. M., … Young, A. M. (2018). Anatomy of STEM teaching in North American universities. Science (New York, N.Y.), 359(6383), 1468–1470. https://doi.org/10.1126/science.aap8892

Theurillat, D., & Gareca, B. (2015). Organización de docencia e investigación en universidades: una exploración al caso chileno. Calidad en la Educación, (42), 120-160. https://dx.doi.org/10.4067/S0718-45652015000100005

Treve, M. (2024). Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis. Iberoamerican Journal of Science Measurement and Communication, 4(2), 1-12. https://doi.org/10.47909/ijsmc.117

Varela, O., & Premeaux, S. (2023). Teaching, research, and service as drivers of academic career success. Organization Management Journal, 20(5), 186-196. https://doi.org/10.1108/OMJ-04-2022-1528

Walker, V. S. (2016). El trabajo docente en la universidad: condiciones, dimensiones y tensiones. Perfiles Educativos, 38(153), 105-119. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982016000300105&lng=es&tlng=es

Zheng, Z. (2023). Professional Development for Young Teachers in Higher Education. International Journal of Education and Humanities, 10(2), 67-69. https://doi.org/10.54097/ijeh.v10i2.11485