Metodologías didácticas activas frente a paradigma tradicional. Una revisión sistemática / Active teaching methodologies versus traditional paradigm: a systematic review

Introducción: El actual escenario educativo ha requerido incorporar metodologías activoparticipativas al paradigma tradicional de enseñanza-aprendizaje.Objetivo.El estudio pretende verificar las diferencias existentes entre la aplicación de metodologías activoparticipativas y el paradigma tradicional con relación al aprendizaje de los estudiantes del área de la salud.Material y métodos.Se realizó una revisión sistemática en las bases bibliográficas Medline, LILACS, ERIC y SciELO, utilizando la estrategia de búsqueda: ‘students, health occupations' AND ‘patient simulation' OR ‘standardized patient' OR ‘hybrid simulation' OR ‘high fidelity simulation training' OR ‘simulation Training' OR ‘problem based learning' OR ‘inverted classroom' OR ‘flipped classroom' AND ‘traditional classroom' AND learning OR ‘Kolb´s learning' OR ‘Kirkpatrick model' OR ‘soft skills test'.Resultados.De los 1.085 registros identificados, se incluyeron 11 artículos para el análisis. En estos artículos, al comparar el aula tradicional con las metodologías activoparticipativas, se encontró que estas últimas obtuvieron mejores resultados en las variables aprendizaje, confianza en la adquisición del aprendizaje, pensamiento crítico y habilidades; sin embargo, no hubo significación estadística en la mayoría de los estudios.Conclusiones.No se evidenciaron diferencias estadísticamente significativas en el aprendizaje de los estudiantes entre la utilización de las metodologías de aprendizaje activoparticipativas y el paradigma tradicional. (AU)

Introduction: The current educational scenario has required incorporating active-participatory methodologies for the construction of knowledge together with students into the traditional teaching-learning paradigm.Objective.To verify the differences between the application of active participatory methodologies with the traditional paradigm in the learning of students in the health area.Material and methods.A systematic review was carried out in the bibliographic bases Medline, LILACS, ERIC and SciELO, using the search strategy: ‘students, health occupations' AND ‘patient simulation' OR ‘standardized patient' OR ‘hybrid simulation' OR ‘high fidelity simulation training' OR ‘simulation Training' OR ‘problem based learning' OR ‘inverted classroom' OR ‘flipped classroom' AND ‘traditional classroom' AND learning OR ‘Kolb´s learning' OR ‘Kirkpatrick model' OR ‘soft skills test'.Results.Of the 1,085 records identified, 11 articles were included for analysis. In these articles, when comparing the traditional classroom with the active participatory methodologies, the latter obtained better results in the learning variables, confidence in the acquisition of learning, critical thinking and skills, but there was no statistical significance in most of the studies.Conclusions.No statistically significant differences were found in student learning between the use of active learning methodologies and the traditional paradigm. (AU)

Factors associated with onset of delirium among internal medicine inpatients in Spain.

BACKGROUND: Delirium increases mortality and length of stay among hospital inpatients. Little is known about the incidence of delirium among inpatients receiving care in internal medicine nursing units in Spain. OBJECTIVES: The aim of this study was to estimate frequency of delirium onset among internal medicine inpatients and identify factors associated with delirium onset using nursing records and administrative databases. METHODS: Retrospective cohort study of 744 patients hospitalized in an internal medicine department in October 2010 and January, May, and October 2011. Data concerning occurrence of delirium, age, gender, living in a nursing residence, Barthel Index of activities of daily living, Norton scale for pressure ulcer risk, intravenous fluid therapy, urinary catheterization, presence of pressure ulcers, major diagnostic category at discharge, length of stay, and mean weight in the diagnosis-related group were gathered for each patient. Backward stepwise logistic regression was used to identify factors associated with onset of delirium. RESULTS: Ninety-seven (13%) patients experienced delirium. Factors associated with delirium were age (OR = 1.03, 95% CI [1.01, 1.06]), Barthel Index (OR = 0.99. 95% CI [0.98, 0.99]), and urinary catheterization (OR = 2.00, 95% CI [1.19, 3.68]). CONCLUSION: Increased age and presence of a urinary catheter were associated with increased onset of delirium, whereas higher levels of independence in activities of daily living were protective.