Publication: Entre la Innovación y la Incertidumbre: desafíos y perspectivas de la gamificación para el profesorado de medicina
Authors
Culcay Delgado, Joshua Israel ; Soasty Vera, Mildredd Rebeka
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/edumed.678001
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Se hace evidente la necesidad imperiosa de que el docente de medicina adquiera competencias alineadas con el avance de las tecnologías emergentes, la inteligencia artificial generativa y las nuevas modalidades de organización de la enseñanza. En este contexto, los enfoques pedagógicos de carácter lúdico han alcanzado una creciente aceptación en el ámbito médico, permitiendo la consolidación de estrategias más estructuradas y automatizadas en torno a la gamificación. Dichas estrategias fomentan la participación activa del estudiante, así como la competencia, la colaboración y la cooperación, considerados pilares fundamentales de los paradigmas constructivistas y humanistas que actualmente orientan la formación en las facultades de medicina a nivel global. Bajo esta perspectiva, se hace necesario adoptar la gamificación como herramienta didáctica disruptiva dentro del proceso de enseñanza-aprendizaje en medicina, con el fin de superar la dicotomía entre el modelo tradicional, centrado en la oratoria y retórica del docente, y las formas de aprendizaje autónomo, en las que el estudiante puede acceder a metodologías innovadoras sustentadas en la gamificación.
The imperative need for medical educators to acquire skills aligned with the advancement of emerging technologies, generative artificial intelligence, and new teaching organization methods is becoming evident. In this context, playful pedagogical approaches have gained increasing acceptance in the medical field, enabling the consolidation of more structured and automated strategies based on gamification. These strategies foster active student participation, as well as competition, collaboration, and cooperation, considered fundamental pillars of the constructivist and humanist paradigms that currently guide training in medical schools globally. From this perspective, it is necessary to adopt gamification as a disruptive teaching tool within the teachinglearning process in medicine, in order to overcome the dichotomy between the traditional model, centered on the lecturer's oratory and rhetoric, and autonomous learning approaches, in which students can access innovative methodologies supported by gamification.
The imperative need for medical educators to acquire skills aligned with the advancement of emerging technologies, generative artificial intelligence, and new teaching organization methods is becoming evident. In this context, playful pedagogical approaches have gained increasing acceptance in the medical field, enabling the consolidation of more structured and automated strategies based on gamification. These strategies foster active student participation, as well as competition, collaboration, and cooperation, considered fundamental pillars of the constructivist and humanist paradigms that currently guide training in medical schools globally. From this perspective, it is necessary to adopt gamification as a disruptive teaching tool within the teachinglearning process in medicine, in order to overcome the dichotomy between the traditional model, centered on the lecturer's oratory and rhetoric, and autonomous learning approaches, in which students can access innovative methodologies supported by gamification.
publication.page.subject
Citation
Culcay Delgado, J. I., & Soasty Vera, M. R. (2025). Entre la Innovación y la Incertidumbre: desafíos y perspectivas de la gamificación para el profesorado de medicina. Revista Española De Educación Médica, 6(4).
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/