Aprendizaje basado en proyectos como una estrategia para la enseñanza en ciencias de la salud / Project-based learning as a teaching strategy in health sciences

Introducción: En los procesos de enseñanza-aprendizaje, los profesores deben reflexionar continuamente sobre las estrategias que se aplican directamente en el aula. Se ha estudiado el efecto de metodologías como el aprendizaje basado en problemas, el aprendizaje basado en proyectos, las simulaciones apoyadas en la tecnología, entre otras, en comparación con las metodologías tradicionales. Objetivo: Describir las fortalezas del aprendizaje basado en proyectos como estrategia educativa en el contexto de las ciencias de la salud. Desarrollo: El proceso de enseñanza-aprendizaje de las ciencias de la salud requiere de estrategias dinámicas que permitan articular los conocimientos adquiridos, con una visión práctica de las disciplinas en un contexto basado en la solución de problemas y el pensamiento crítico. Se destaca el aprendizaje basado en proyectos como una metodología que exige una participación activa, investigativa y reflexiva, para la solución de un problema; así, el conocimiento es consecuencia de la discusión, la argumentación y la toma de decisiones, que implican la construcción de dicha solución. Conclusiones: El aprendizaje basado en proyectos puede introducir mejoras y cambios con respecto a las estrategias tradicionales, al fomentar la motivación, el trabajo colaborativo, la adquisición y el afianzamiento de conocimientos en los estudiantes. Asimismo, es una metodología basada en la autoformación del estudiante que fortalece su capacidad de expresión oral y escrita, y la planificación del tiempo, por lo que se facilita la conformación y participación en equipos interdisciplinarios, competencias esenciales para el desempeño ideal de los profesionales de la salud(AU)

Introduction: In teaching-learning processes, professors must continually reflect on the strategies applied directly in the classroom. The effect of methodologies such as problem-based learning, project-based learning, technology-supported simulations, among others, has been studied in comparison with traditional methodologies. Objective: To describe the strengths of project-based learning as an educational strategy in the context of health sciences. Development: The teaching-learning process of health sciences requires dynamic strategies that allow the articulation of the acquired knowledge, with a practical vision of disciplines in a context based on problem solving and critical thinking. Project-based learning is highlighted as a methodology that requires active, investigative and reflective participation to solve a problem; thus, knowledge is the consequence of discussion, argumentation and decision-making, which imply the construction of such a solution. Conclusions: Project-based learning can introduce improvements and changes with respect to traditional strategies, by promoting motivation, collaborative work, as well as knowledge acquisition and consolidation in students. Likewise, it is a methodology based on student self-training and strengthening their capacity for oral and written expression, as well as time planning, thus facilitating the formation and participation in interdisciplinary teams, essential competences for an ideal performance of health professionals(AU)

Comparison of allografts and xenografts used for alveolar ridge preservation. A clinical and histomorphometric RCT in humans.

BACKGROUND: Several types of bone grafts are used in ridge preservation procedures. PURPOSE: To compare the healing of allografts and xenografts applied for alveolar ridge preservation. MATERIALS AND METHODS: Twenty volunteers in need of extraction of a single-rooted tooth prior to implant installation were randomized into two groups. One group received a deproteinized cancellous bovine bone xenograft embedded in a 10% collagen matrix and the other a demineralized freeze-dried cortical bone allograft. A collagen membrane was used to cover the grafts, flaps were sutured. At baseline and 6 months later, clinical measurements including vertical and horizontal bone dimensions were taken. Histomorphometric analysis was performed. RESULTS: Both groups showed shrinkage of bone dimensions. At mesial, center and distal sites, the vertical changes in dimension were -0.6, 0.5, and -0.1 mm for the allograft and -1.1, -0.4, and -0.9 mm for the xenograft. The horizontal changes in dimensions were -1.4 mm for the allograft and -2.6 mm for the xenograft. New bone and residual graft material were 25.5 ± 10.1% and 33.8 ± 9.4% at the allograft and 35.3 ± 16.8% and 22.2 ± 13.4% at the xenograft sites. None of the differences was statistically significant. CONCLUSION: Both grafting materials are suitable for the preservation of the alveolar ridge.