Publication: Teoría Bioecológica del Desarrollo Humano y educación medicas: Revisión de alcance.
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Date
2025
Authors
Espinoza Morales, Diana Isabel ; Zazueta Cárdenas, Araceli ; Medina Serrano, Julio Manuel ; Alvídrez Labrado, Antonio ; Lugo Machado, Juan Antonio
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/edumed.680651
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info:eu-repo/semantics/article
Description
Abstract
Introducción: La formación médica de posgrado es una etapa decisiva para consolidar el profesionalismo clínico, competencias especializadas e identidad profesional. El entorno clínico —incluyendo tutores, normativas y cultura institucional— influye en el desarrollo del residente. La Teoría Bioecológica del Desarrollo Humano (TBEDH) de Bronfenbrenner, y su operacionalización en el modelo Proceso–Persona– Contexto–Tiempo (PPCT), ofrece un marco para comprender cómo múltiples niveles contextuales interactúan y condicionan la experiencia formativa. Objetivo: Mapear estudios que aplican la TBEDH en educación médica de posgrado, identificar niveles de análisis, describir metodologías y hallazgos clave, y detectar vacíos de investigación. Método: Se realizó una revisión de alcance (scoping review) siguiendo las directrices de Arksey y O’Malley, Levac y PRISMA-ScR. Se buscaron estudios en PubMed, Scopus, Web of Science, BVS Salud y Epistemonikos (2015–2025), en inglés y español, limitados a publicaciones revisadas por pares y con texto completo. Se incluyeron estudios teóricos y empíricos que aplicaran explícitamente el modelo PPCT en la educación médica de posgrado. Resultados: Se identificaron seis estudios relevantes. Estos abarcan desde marcos conceptuales hasta investigaciones cualitativas e intervenciones institucionales. Los niveles bioecológicos más explorados fueron micro, meso y macro, mientras que el cronosistema aparece en estudios sobre cambios curriculares y contextuales. Los hallazgos muestran que factores como relaciones con tutores, inclusión, cultura organizacional y políticas influyen de manera multiescalar en el aprendizaje y bienestar de los residentes. Conclusión: La TBEDH constituye un marco sólido y versátil para analizar la educación médica de posgrado, permitiendo comprender el aprendizaje como un fenómeno complejo y contextual. Sin embargo, su uso empírico aún es limitado, lo que subraya la necesidad de ampliar investigaciones que integren este enfoque en el diseño de políticas y programas formativos en salud.
Introduction: Postgraduate medical education is a critical stage for consolidating clinical professionalism, specialized competencies, and professional identity. The clinical environment—including mentors, regulations, and institutional culture—influences resident development. Bronfenbrenner's Bioecological Theory of Human Development (BETHD), and its operationalization in the Process-Person-Context-Time (PPCT) model, offers a framework for understanding how multiple contextual levels interact and influence the training experience. Objective: To map studies that apply BETHD in postgraduate medical education, identify levels of analysis, describe methodologies and key findings, and identify research gaps. Method: A scoping review was conducted following the guidelines of Arksey and O'Malley, Levac, and PRISMA-ScR. Studies were searched in PubMed, Scopus, Web of Science, BVS Salud, and Epistemonikos (2015–2025), in English and Spanish, limited to peer-reviewed, full-text publications. Theoretical and empirical studies that explicitly applied the PPCT model to postgraduate medical education were included. Results: Six relevant studies were identified. These range from conceptual frameworks to qualitative research and institutional interventions. The most explored bioecological levels were micro, meso, and macro, while the chronosystem appears in studies on curricular and contextual changes. The findings show that factors such as mentor relationships, inclusion, organizational culture, and policies influence residents' learning and well-being in a multiscalar manner. Conclusion: The PPCT constitutes a robust and versatile framework for analyzing postgraduate medical education, allowing us to understand learning as a complex and contextual phenomenon. However, its empirical use is still limited, underscoring the need to expand research that integrates this approach into the design of health education policies and programs.
Introduction: Postgraduate medical education is a critical stage for consolidating clinical professionalism, specialized competencies, and professional identity. The clinical environment—including mentors, regulations, and institutional culture—influences resident development. Bronfenbrenner's Bioecological Theory of Human Development (BETHD), and its operationalization in the Process-Person-Context-Time (PPCT) model, offers a framework for understanding how multiple contextual levels interact and influence the training experience. Objective: To map studies that apply BETHD in postgraduate medical education, identify levels of analysis, describe methodologies and key findings, and identify research gaps. Method: A scoping review was conducted following the guidelines of Arksey and O'Malley, Levac, and PRISMA-ScR. Studies were searched in PubMed, Scopus, Web of Science, BVS Salud, and Epistemonikos (2015–2025), in English and Spanish, limited to peer-reviewed, full-text publications. Theoretical and empirical studies that explicitly applied the PPCT model to postgraduate medical education were included. Results: Six relevant studies were identified. These range from conceptual frameworks to qualitative research and institutional interventions. The most explored bioecological levels were micro, meso, and macro, while the chronosystem appears in studies on curricular and contextual changes. The findings show that factors such as mentor relationships, inclusion, organizational culture, and policies influence residents' learning and well-being in a multiscalar manner. Conclusion: The PPCT constitutes a robust and versatile framework for analyzing postgraduate medical education, allowing us to understand learning as a complex and contextual phenomenon. However, its empirical use is still limited, underscoring the need to expand research that integrates this approach into the design of health education policies and programs.
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Citation
Lugo, J., Espinoza Morales, D. I., Zazueta Cárdenas , A., Medina Serrano , J. M., & Alvídrez Labrado , A. (2025). Teoría Bioecológica del Desarrollo Humano y educación medicas: Revisión de alcance. Revista Española De Educación Médica, 6(5).
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