Modelo de enseñanza activo en el desarrollo del pensamiento crítico

Presentar la experiencia de elaboración e implementación del Modelo de Enseñanza Activo para el Desarrollo del Pensamiento Crítico (MEAPC) asociado al Problem-based Learning (PBL) a estudiantes de grado en Enfermería.

Método:

Reporte de experiencia en la intervención educativa (MEAPC + PBL) con estudiantes de grado en Enfermería, de una materia de 20 horas sobre Soporte Básico de Vida (SBV). El MEAPC fue validado por jueces con el objetivo de orientar el análisis de casos clínicos. Las habilidades de Pensamiento Crítico (PC) fueron evaluadas por el instrumento California Critical Thinking Skills Test.

Resultado:

La intervención educativa ocurrió en dos fases: la elaboración y la implementación, y permitió no sólo la producción de conocimiento sobre SBV, sino también el desarrollo del PC y el intercambio de experiencias para la enseñanza-aprendizaje.

Conclusión:

La asociación del MEAPC al PBL en la materia de SBV organizó el aprendizaje, posibilitó la adquisición de conocimientos y el estímulo a las habilidades del PC.

Descriptores:
Enfermería; Educación en Enfermería; Aprendizaje Basado en Problemas; Pensamiento; Educación Superior

Associação Brasileira de Enfermagem SGA Norte Quadra 603 Conj. "B" - Av. L2 Norte 70830-102 Brasília, DF, Brasil, Tel.: (55 61) 3226-0653, Fax: (55 61) 3225-4473 - Brasília - DF - Brazil
E-mail: reben@abennacional.org.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Corresponding Author: Fábio da Costa Carbogim E-mail: fabiocarbogim@gmail.com

Skill 1 - Interpretation
Ability to understand and express sense or meaning to situations or experiences.
Guiding questions	How do I interpret this situation? What knowledge do I need to understand this situation? Have I experienced this before?
Skill 2 - Analysis
Ability to identify logical and true conclusions about situations or experiences
Guiding questions	What information is relevant for me to understand this situation separately? Is there logic/meaning in actions? What are my points of view on these actions?
Skill 3 - Evaluation
Ability to examine the credibility of what is presented about situations or experiences
Guiding questions	What information can be grouped to identify a problem? Did the actions lead to adequate results? Are there strengths and weaknesses in those actions?
Skill 4 - Inference
Ability to identify and draw rational conclusions out based on situations or experiences.
Guiding questions	What are the problems identified and which are the priorities that require interventions? To what conclusions could I arrive regarding those problems? What other alternative actions can solve this problem?
Skill 5 - Explanation
Ability to express the results of a reasoning about situations or experiences; justify it based on evidence.
Guiding questions	Based on identified problems, how should actions be planned? In this situation, how would you act? Do those actions find support in scientific evidence?
Skill 6 - Self-regulation
Ability to be self-conscious in situations or experiences; monitoring their own cognitive activities, the elements used in these activities, as well as the results extracted.
Guiding questions	Do I judge the actions taken in this case impartially or influenced by some prejudice? How do I evaluate the results? How do I rate myself in this activity?