Origen y trayectoria del equipo docente para la Enseñanza Multidisciplinar Biosanitaria (IKAsasun)

  1. Teresa Morera-Herreras 1
  2. María Torrecilla Sesma 1
  3. Elena Eraso Barrio 1
  4. Elena Sevillano Peña 1
  5. Laura Sáenz-Del Burgo Martínez 1
  6. Gustavo Puras Ochoa 1
  7. Cristina Miguelez Palomo 1
  8. Estibaliz Mateo Alesanco 1
  9. Irrintzi Fernández Aedo 1
  10. Ana M. Ochoa de Retana Mendibil 1
  11. María P. Portillo Baquedano 1
  12. Alfredo Fernández-Quintela 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU)
Zeitschrift:
Revista Española de Educación Médica

ISSN: 2660-8529

Datum der Publikation: 2021

Titel der Ausgabe: Revista Española de Educación Médica

Ausgabe: 2

Nummer: 3

Seiten: 55-64

Art: Artikel

DOI: 10.6018/EDUMED.485831 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Andere Publikationen in: Revista Española de Educación Médica

Zusammenfassung

The aim of this work is to provide an insight into the origin and background of theIKAsasun structured teaching team (edIKDit-18-2, teaching team for Multidisciplinary BiosanitaryEducation). Team is formed by an interdisciplinary group of teachers and researchers that belongsto the Campuses of Leioa (Faculty of Medicine and Nursing) and Vitoria-Gasteiz (Faculty ofPharmacy) of the University of the Basque Country (UPV/EHU). The teaching activity of thegroup covers different disciplines of the Degrees mostly related to Health Sciences (Nursing,Pharmacy, Physiotherapy, Medicine, Human Nutrition and Dietetics, Dentistry, EnvironmentalSciences and Food Sciences and Technology). Since the beginning of the journey as a teachingteam in 2015, the group has participated in two educational innovation projects (PIE) funded bythe UPV/EHU (PIE no. 40 and 96) aimed at helping students to effectively develop the specificand transversal competences of each degree, and to get them involved in their own learning.These projects have emphasized the importance of working in multidisciplinary teams, promotingthe implementation of active learning methodologies. In the first project (2015-2017), we proposedthe resolution of complex clinical cases that require a multidisciplinary approach to ensureintegral patient care. In the second one (2018-2020), we proposed a multidisciplinary approach toissues related to biomedical and scientific health from different Degrees, and their subsequentdissemination focusing on different sectors of society. The results obtained after the developmentof both projects have been very encouraging and both students, teaching staff and externalcollaborators have valued the experience very positively, which has been reflected in severalpublications and communications to conferences.

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Fuente de los datos: Dialnet