ABSTRACT
La introducción temprana del aprendizaje basado en la solución de problemas en la formación de grado pudiera contribuir a desarrollar habilidades de razonamiento clínico en estudiantes de ciencias de la salud. El aprendizaje basado en la solución de problemas brinda también una oportunidad de propiciar la integración interdisciplinar. El presente estudio tiene el objetivo de revisar un algoritmo creado para desarrollar habilidades de razonamiento clínico, mediante la imitación de los procederes de la toma de decisiones en el proceso de atención, al tiempo que se hace evidente la presencia de los contenidos de las ciencias básicas biomédicas. Cuando los casos-problemas se trabajan develando la situación del paciente de manera progresiva, se crea la posibilidad de abordar el método hipotético-deductivo como estrategia analítica de cognición. El algoritmo que se propone ayuda a que el estudiante desarrolle conscientemente su estrategia de razonamiento analítico en la búsqueda de la solución al problema; los diez pasos concebidos facilitan la ruta de este descubrimiento. Durante el proceso de investigación-búsqueda van emergiendo las necesidades de aprendizaje que se irán incorporando armónicamente al procedimiento general. Esta propuesta metodológica ha sido acogida favorablemente por los estudiantes, quienes argumentan que les ha propiciado una mejor comprensión de los casos y han logrado visualizar el vínculo entre los contenidos y las manifestaciones, de modo que comienzan a pensar en objetos de conocimiento más que en asignaturas independientes. La descomposición del todo en sus partes permite que el aprendizaje tenga significado para el estudiante y contrarresta, en alguna medida, la lentitud que a veces se produce al iniciar el caso(AU)
The early introduction of problem solving-based learning in undergraduate formation could contribute to develop clinical reasoning skills in health science students. Problem solving-based learning also provides an opportunity to foster interdisciplinary integration. The present study aims to review an algorithm created to develop clinical reasoning skills, through the imitation of decision-making procedures in the care process, while the presence of the contents of the basic biomedical sciences is evident. When the problem cases are analyzed and solved revealing the patient's situation progressively, the possibility is created for addressing the hypothetical-deductive method as an analytical strategy of cognition. The proposed algorithm helps the student develop consciously his/her analytical reasoning strategy in the search for the solution to the problem; the ten steps conceived facilitate the route to this discovery. During the research-search process, the learning needs that will be harmoniously incorporated into the general procedure emerge. This methodological proposal has been favorably received by the students, who argue that it has given them a better understanding of the cases and have managed to visualize the association between the contents and the manifestations, so that they begin to think about objects of knowledge rather than independent subjects. The decomposition of the whole into its parts allows for learning to have a meaning for the student and counteracts, to some extent, the slowness that sometimes occurs when the case starts(AU)
Subject(s)
Humans , Algorithms , Knowledge , Health Sciences , LearningABSTRACT
Objective To investigate the relationship between resilience, cognitive emotion regulation strategies and fatigue reaction of navy soldiers. Methods A total of 846 soldiers were selected froma navy troop by convenience sampling method, and were tested by cognitive emotion regulation questionnaire-Chinese version (CERQ-C), Connor-Davidson resilience scale (CD-RISC) andmultidimensional fatigue inventory scale (MFI-20). SPSS 21.0 software were used to analyze the relationship between the variables. Results Non-adaptive emotion regulation strategy was positively correlatedwith fatigue reaction in the soldiers (P<0.01), and the three dimensions of resilience werenegatively correlated with fatigue reaction in the soldiers (P<0.01). Both resilience and cognitive emotion regulation strategies could independently explain the variance of fatigue reaction of the soldiers, in which self-improvement (β=-0.206, P < 0.05) and adaptive strategies (β=-0.229, P<0.01) had significant negative predictive effects on fatigue reaction of soldiers, while non-adaptive strategies (β=-0.406, P<0.01) had significant positive predictive effectson fatigue reaction. The mediating effective value of resilience on adaptive strategies and fatigue reaction of soldiers was 0.53 X (-0.36)=-0.19, z=7.02, and on non-adaptive strategies and fatigue reaction of soldiers was (-0.30)X(-0.36)=0.108, z=5.12. Conclusion Cognitive emotion regulation strategieshas direct effect on fatigue reaction of navy soldiers, and it also has indirect influence on the fatigue reaction through the mediating effect of resilience.