Publication: Características del aprendizaje basado en problemas en el desarrollo de las habilidades del pensamiento crítico: revisión sistemática.
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Date
2025
Authors
Batista Garcet, Yoiler ; Villavicencio Cedeño, Lissette Beatriz ; Macías Mendoza, Lauricia Jacqueline
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/edumed.679011
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info:eu-repo/semantics/article
Description
Abstract
Introducción: El desarrollo del pensamiento crítico constituye un desafío prioritario en la educación médica, donde la toma de decisiones fundamentadas es esencial para la práctica clínica. El Aprendizaje Basado en Problemas (ABP) se ha consolidado como una estrategia pedagógica que integra indagación, razonamiento y reflexión. Metaanálisis clásicos han demostrado sus beneficios en la transferencia e integración del conocimiento, pero persiste la necesidad de evaluar de manera específica su impacto sobre el pensamiento crítico en ciencias de la salud. Objetivo: Analizar las características del ABP y su influencia en el desarrollo de habilidades de pensamiento crítico en estudiantes de medicina y ciencias de la salud. Métodos: Revisión sistemática realizada conforme a la declaración PRISMA 2020. Se efectuó una búsqueda en PubMed, Scopus y CINAHL entre enero de 2000 y diciembre de 2024, en inglés y español. Se identificaron 78 registros; tras eliminar duplicados y aplicar criterios de inclusión y exclusión, se incluyeron 18 estudios en la síntesis cualitativa. Resultados: Las intervenciones (8–16 semanas) incluyeron ABP clásico y modelos derivados como 3C3R e IDEAS. Se observaron mejoras significativas en habilidades cognitivas (interpretación, análisis, evaluación, inferencia, explicación y autorregulación) y en disposiciones actitudinales (reflexión crítica, indagación, curiosidad y aprendizaje autónomo). En educación médica, los efectos fueron especialmente notorios en razonamiento clínico y toma de decisiones. Conclusiones: El ABP es una metodología eficaz para potenciar el pensamiento crítico en estudiantes de medicina, consolidándose como un componente estructural en la formación médica. Se recomienda su incorporación sistemática en los planes de estudio y la realización de investigaciones multicéntricas y longitudinales que robustezcan la evidencia en diferentes contextos clínicos y educativos.
Background: Developing critical thinking is a major challenge in medical education, where evidence-based decision-making is fundamental for clinical practice. Problem-Based Learning (PBL) has evolved into a pedagogical strategy that integrates inquiry, reasoning, and reflection. Although classical meta-analyses have shown its benefits in knowledge transfer and integration, there remains a need to assess its specific impact on critical thinking within health sciences education. Objective: To analyze the characteristics of PBL and its influence on the development of critical thinking skills in medical and health sciences students. Methods: Systematic review conducted in accordance with PRISMA 2020 guidelines. Searches were performed in PubMed, Scopus, and CINAHL between January 2000 and December 2024, in English and Spanish. A total of 78 records were retrieved; after removing duplicates and applying inclusion/exclusion criteria, 18 studies were included in the qualitative synthesis. Results: Interventions (8–16 weeks) applied classical PBL and derived models such as 3C3R and IDEAS. Significant improvements were reported in cognitive skills (interpretation, analysis, evaluation, inference, explanation, and self-regulation) and attitudinal dispositions (critical reflection, inquiry, curiosity, and autonomous learning). In medical education, the most evident outcomes were enhanced clinical reasoning and evidence-based decision-making. Conclusions: PBL is an effective methodology to foster critical thinking among medical students, consolidating itself as a structural component of medical education. Systematic curricular integration and multicenter, longitudinal studies are recommended to strengthen evidence across diverse clinical and educational contexts.
Background: Developing critical thinking is a major challenge in medical education, where evidence-based decision-making is fundamental for clinical practice. Problem-Based Learning (PBL) has evolved into a pedagogical strategy that integrates inquiry, reasoning, and reflection. Although classical meta-analyses have shown its benefits in knowledge transfer and integration, there remains a need to assess its specific impact on critical thinking within health sciences education. Objective: To analyze the characteristics of PBL and its influence on the development of critical thinking skills in medical and health sciences students. Methods: Systematic review conducted in accordance with PRISMA 2020 guidelines. Searches were performed in PubMed, Scopus, and CINAHL between January 2000 and December 2024, in English and Spanish. A total of 78 records were retrieved; after removing duplicates and applying inclusion/exclusion criteria, 18 studies were included in the qualitative synthesis. Results: Interventions (8–16 weeks) applied classical PBL and derived models such as 3C3R and IDEAS. Significant improvements were reported in cognitive skills (interpretation, analysis, evaluation, inference, explanation, and self-regulation) and attitudinal dispositions (critical reflection, inquiry, curiosity, and autonomous learning). In medical education, the most evident outcomes were enhanced clinical reasoning and evidence-based decision-making. Conclusions: PBL is an effective methodology to foster critical thinking among medical students, consolidating itself as a structural component of medical education. Systematic curricular integration and multicenter, longitudinal studies are recommended to strengthen evidence across diverse clinical and educational contexts.
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Citation
Macías Mendoza, J., Batista Garcet, Y., & Villavicencio Cedeño, L. B. (2025). Características del aprendizaje basado en problemas en el desarrollo de las habilidades del pensamiento crítico: revisión sistemática. Revista Española De Educación Médica, 6(5).
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