Volume 12, Issue 1 (2024)
Health Educ Health Promot 2024, 12(1): 1001-1011 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Guevara Rojas J, Fuster- Guillén D, Carmona Flores J R, Hernandez R M. Teaching-learning in the training of physical therapists: A review of the literature. Health Educ Health Promot 2024; 12 (1) :1001-1011
URL: http://hehp.modares.ac.ir/article-5-73382-en.html
URL: http://hehp.modares.ac.ir/article-5-73382-en.html
1- Universidad Cesar Vallejo, Lima, Perú
2- Universidad Nacional Mayor de San Marcos, Lima, Perú
3- Universidad Continental, Lima, Perú
4- Universidad Privada Norbert Wiener, Lima, Peru , ronald.hernandez@outlook.com.pe
2- Universidad Nacional Mayor de San Marcos, Lima, Perú
3- Universidad Continental, Lima, Perú
4- Universidad Privada Norbert Wiener, Lima, Peru , ronald.hernandez@outlook.com.pe
Abstract: (388 Views)
Aims: The purpose of this research was to explain how successful practices understood as the application of learner-based active methodologies contribute to physical therapy teaching and learning. Active methodologies promote critical thinking, synthesis and inferences; simulation creates a safe environment that facilitates multidisciplinary clinical decision making; PBL develops autonomous learning and teamwork; the flipped classroom favors communication, leadership, patient-centered care and conflict resolution; service learning generates motivation for new knowledge and skills, develops values such as solidarity and civic responsibility.
Methods: It was developed through the methodology of bibliographic review, using processes of inclusion and exclusion of sources, initially counting with 85 documents, which were later validated for their use and contribution to each of the thematic axes, being reduced to 65 primary sources among 60 articles, 3 books, 2 theses from different databases such as Scopus, Elsevier, SciELO, ERIC, ReseachGate, Dialnet, ClinicalKey, among others.
Findings: The results correspond to active methodologies, simulation in physiotherapy, problem-based learning, collaborative or team learning, inverted classroom, interprofessional learning, and finally formative practices and service learning.
Conclusión: It is concluded that the multiple strategies used contribute to the development of autonomous, self-managed and self-regulated learning, as well as clinical reasoning, critical thinking, communication skills, problem solving and collaborative work in relation to the teaching-learning process of physical therapy.
Methods: It was developed through the methodology of bibliographic review, using processes of inclusion and exclusion of sources, initially counting with 85 documents, which were later validated for their use and contribution to each of the thematic axes, being reduced to 65 primary sources among 60 articles, 3 books, 2 theses from different databases such as Scopus, Elsevier, SciELO, ERIC, ReseachGate, Dialnet, ClinicalKey, among others.
Findings: The results correspond to active methodologies, simulation in physiotherapy, problem-based learning, collaborative or team learning, inverted classroom, interprofessional learning, and finally formative practices and service learning.
Conclusión: It is concluded that the multiple strategies used contribute to the development of autonomous, self-managed and self-regulated learning, as well as clinical reasoning, critical thinking, communication skills, problem solving and collaborative work in relation to the teaching-learning process of physical therapy.
Keywords: Simulation, inverted classroom, learning strategies, Problem Based Learning and active methodologies.
Article Type: Original Research |
Subject:
Health Literacy
Received: 2024/01/12 | Accepted: 2024/03/5 | Published: 2024/03/22
Received: 2024/01/12 | Accepted: 2024/03/5 | Published: 2024/03/22
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |