Abstract

GIL DE OMAR, Delvalle Margarita. Constructivist Pedagogical Strategies in Medical Practice Instruction at the University of Carabobo. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS05042025.  Epub June 25, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.206.

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.

Keywords : Strategies; teaching-learning; health sciences; education.

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