<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2960-2467</journal-id>
<journal-title><![CDATA[e-Revista Multidisciplinaria del Saber]]></journal-title>
<abbrev-journal-title><![CDATA[e-Rev. Multidiscip. Saber]]></abbrev-journal-title>
<issn>2960-2467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigación en Tecnologías de Salud y Ambiente (CITSA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2960-24672025000100213</article-id>
<article-id pub-id-type="doi">10.61286/e-rms.v3i.206</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias constructivistas en la enseñanza de prácticas médicas en la Universidad de Carabobo]]></article-title>
<article-title xml:lang="en"><![CDATA[Constructivist Pedagogical Strategies in Medical Practice Instruction at the University of Carabobo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil de Omar]]></surname>
<given-names><![CDATA[Delvalle Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Carabobo  ]]></institution>
<addr-line><![CDATA[Bárbula ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>3</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2960-24672025000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2960-24672025000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2960-24672025000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación superior, especialmente en ciencias de la salud, enfrenta el desafío de reformular estrategias didácticas buscando optimizar la formación y el desarrollo de un pensamiento crítico aplicado a la praxis profesional. El papel del profesor universitario es muy importante, ya que seguir con métodos tradicionales que se centran en la transmisión de información y tienen poca interacción puede llevar a un aprendizaje poco profundo, lo cual es un problema en carreras prácticas como Medicina. Esta investigación, fundamentada en la Teoría del Aprendizaje Significativo y el Constructivismo, tiene el objetivo de conocer y evaluar la pertinencia de estos métodos de enseñanza para lograr el objetivo de la asignatura de prácticas médicas. Se aplicó un diseño de campo, no experimental, descriptivo y de corte transversal, con la participación de siete docentes de práctica médica de la Universidad de Carabobo, Venezuela. Se utilizó como método de recolección de datos la encuesta con un instrumento validado y confiable (Alfa de Cronbach 0,890) que evaluó estrategias activas, creativas y pasivas. Los resultados indican un uso frecuente de estrategias activas (50,00% siempre, 33,29% casi siempre) y creativas (64,29 % siempre), sugiriendo un enfoque participativo e innovador. Sin embargo, un porcentaje significativo de docentes (51,43 % siempre; 4285 % casi siempre) aún emplea estrategias pasivas, lo que demanda una reflexión sobre el equilibrio pedagógico para garantizar un aprendizaje significativo y contextualizado en la formación de futuros profesionales de la salud. En conclusión, los docentes se inclinan hacia enfoques activos y creativos, esenciales para un aprendizaje constructivista y la participación estudiante; sin embargo, persiste una dependencia significativa de metodologías pasivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher education, especially in health sciences, faces the challenge of reformulating didactic strategies to optimize training and the development of critical thinking applied to professional practice. The role of the university professor is very important, as continuing with traditional methods focused on information transmission and having little interaction can lead to shallow learning, which is a problem in practical careers like Medicine. This research, based on the Theory of Meaningful Learning and Constructivism, aims to understand and evaluate the relevance of these teaching methods to achieve the objective of the medical practice course. A field, non-experimental, descriptive, and cross-sectional design was applied, with the participation of seven medical practice professors from the University of Carabobo, Venezuela. A survey was used as a data collection method, with a validated and reliable instrument (Cronbach's Alpha 0.890) that evaluated active, creative, and passive strategies. The results indicate frequent use of active strategies (50.00% always, 3329% almost always) and creative strategies (64.29% always), suggesting a participatory and innovative approach. However, a significant percentage of professors (51.43% always; 42.85% almost always) still employ passive strategies, which demands reflection on the pedagogical balance to ensure meaningful and contextualized learning in the training of future health professionals. In conclusion, professors lean towards active and creative approaches, essential for constructivist learning and student participation; however, a significant dependence on passive methodologies persists.]]></p></abstract>
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<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[enseñanza - aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ciencias de la salud]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Strategies]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[health sciences]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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<page-range>1-17</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
