Origen y trayectoria del equipo docente para la Enseñanza Multidisciplinar Biosanitaria (IKAsasun)

  1. Teresa Morera-Herreras 1
  2. María Torrecilla Sesma 1
  3. Elena Eraso Barrio 1
  4. Elena Sevillano Peña 1
  5. Laura Sáenz-Del Burgo Martínez 1
  6. Gustavo Puras Ochoa 1
  7. Cristina Miguelez Palomo 1
  8. Estibaliz Mateo Alesanco 1
  9. Irrintzi Fernández Aedo 1
  10. Ana M. Ochoa de Retana Mendibil 1
  11. María P. Portillo Baquedano 1
  12. Alfredo Fernández-Quintela 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU)
Revista:
Revista Española de Educación Médica

ISSN: 2660-8529

Ano de publicación: 2021

Título do exemplar: Revista Española de Educación Médica

Volume: 2

Número: 3

Páxinas: 55-64

Tipo: Artigo

DOI: 10.6018/EDUMED.485831 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Outras publicacións en: Revista Española de Educación Médica

Obxectivos de Desenvolvemento Sustentable

Resumo

The aim of this work is to provide an insight into the origin and background of theIKAsasun structured teaching team (edIKDit-18-2, teaching team for Multidisciplinary BiosanitaryEducation). Team is formed by an interdisciplinary group of teachers and researchers that belongsto the Campuses of Leioa (Faculty of Medicine and Nursing) and Vitoria-Gasteiz (Faculty ofPharmacy) of the University of the Basque Country (UPV/EHU). The teaching activity of thegroup covers different disciplines of the Degrees mostly related to Health Sciences (Nursing,Pharmacy, Physiotherapy, Medicine, Human Nutrition and Dietetics, Dentistry, EnvironmentalSciences and Food Sciences and Technology). Since the beginning of the journey as a teachingteam in 2015, the group has participated in two educational innovation projects (PIE) funded bythe UPV/EHU (PIE no. 40 and 96) aimed at helping students to effectively develop the specificand transversal competences of each degree, and to get them involved in their own learning.These projects have emphasized the importance of working in multidisciplinary teams, promotingthe implementation of active learning methodologies. In the first project (2015-2017), we proposedthe resolution of complex clinical cases that require a multidisciplinary approach to ensureintegral patient care. In the second one (2018-2020), we proposed a multidisciplinary approach toissues related to biomedical and scientific health from different Degrees, and their subsequentdissemination focusing on different sectors of society. The results obtained after the developmentof both projects have been very encouraging and both students, teaching staff and externalcollaborators have valued the experience very positively, which has been reflected in severalpublications and communications to conferences.

Referencias bibliográficas

  • McPherson K, Headrik L, Moss F. Working and learning together: good quality care depends on it, but how can we achieve it? Quality in Health Care, 2001, vol. 10 (Suppl. 2), pp. 46-53. DOI: 10.1136/qhc.0100046.
  • Barnsteiner JH, Disch JM, Hall L, Mayer D, Moore SM. Promoting interprofessional education. Nursing Outlook, 2007, vol. 55 (3), pp. 144-150. DOI: 10.1016/j.outlook.2007.03.003.
  • Ruiz T, Granados G, Gutierrez MI, Muñoz MJ. Seminario integrado como metodología complementaria en la asignatura de Enfermería Geriátrica. Gerokomos, 2011, vol. 22 (3), pp. 104-108. DOI: 10.4321/S1134-928X2011000300002.
  • Clark E, Webster B. Innovation and its contribution to the scholarship of learning and teaching. Nurse Education Today, 2012, vol. 32, pp. 729–731. DOI: 10.1016/j.nedt.2012.06.001.
  • Terron MJ, Velasco P, García MJ. Guía para el diseño de recursos docentes que fomenten el desarrollo y evaluación de las competencias transversales en educación. Málaga, Fundación Vértice Emprende, 2012.
  • Morera T, Saenz del Burgo L, Miguelez C, Puras G, Torrecilla M, Fernández I, et al. Active methodologies for solving clinical cases: student’s feedback. Proceedings of ICERI 2017 Conference, pp. 1332-1338. ISBN/ISSN: 978-84-697-6957-7/2340-1095.
  • Saenz del Burgo L, Miguelez C, Puras G, Morera T, Ciriza J, Fernández-Quintela A, et al. The debate as a pedagogical tool from a multidisciplinary approach. Proceedings of ICERI 2017 Conference, pp. 1339-1344. ISBN/ISSN: 978-84-697-6957-7/2340-1095.
  • Ciriza J, Gómez-Zorita S, Morera-Herreras T, Miguelez C, Torrecilla M, Bruzos-Cidón C, et al. Trabajando la relación Universidad-Sociedad Abordaje multidisciplinar y difusión social. Revista de la Fundación Educación Médica, 2021, vol. 24 (1), pp. 27-41. ISBN/ISSN: 2014-9840.
  • Davis GF. How to communicate large-scale social challenges: the problem of the disappearing American corporation. PNAS, 2019, vol. 116, pp. 7698-7702. DOI: 10.1073/pnas.1805867115.
  • Wowk K, McKinney L, Muller-Karger F, Moll R, Avery S, Escobar-Briones E, et al. Evolving academic culture to meet societal needs. Palgrave Communications, 2017; vol. 3, pp. 35. DOI: 10.1073/pnas.1805867115.
  • Espinosa Mirabet S, Soler i Ortega M, Escoda ML, Puig i Bargués J, Ferrer Real I. Un modelo para diseñar aprendizajes mediante proyectos multidisciplinares. REDU. Revista de Docencia Universitaria, 2015, vol. 13 (3), pp. 73-88, DOI: 10.4995/redu.2015.5420.
  • González Pascual JL, Cuesta Rubio N, Sanz Pozo B, González Sanz P, López Romero A, Muñoz Balsa MJ, et al. Educación interprofesional a través de la atención domiciliaria: experiencia tras 2 años de implementación en los grados de Medicina y Enfermería de la Universidad Europea de Madrid. Educación Médica, 2019, vol. 20 (1), pp. 2-7. DOI: 10.1016/j.edumed.2018.01.001.
  • Coll J, Bernabeu D, Cervantes C, Nolla M, Muniesa JM, Tor J, et al. Un modelo de aprendizaje multiprofesional en ciencias de la salud: innovación docente como respuesta a las necesidades emergentes de nuestra sociedad. Educación Médica, 2010, vol. 13 (Supl 1), pp. S13-19. DOI: 10.4321/S1575-18132010000500004.
  • Morante N, Pérez J. Aprendiendo juntos para trabajar juntos. Comparación del rendimiento académico en estudiantes de biología humana y de medicina en la Universitat Pompeu Fabra. Revista de la Fundación Educación Médica, 2018; vol. 21 (5), pp. 255-258. DOI: 10.33588/fem.215.966.
Fonte de datos: Dialnet