Palabras clave
Aprendizaje Activo
Serious Games
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Resumen
Objetivo: Analizar el uso de serious games en la educación médica de pregrado, identificando sus aplicaciones pedagógicas y su impacto en el aprendizaje activo. Métodos: Revisión integrativa según las directrices PRISMA. La pregunta de investigación fue: “¿Cómo impactan los serious games en el aprendizaje activo en la educación médica de pregrado?” Se realizaron búsquedas en PubMed, LILACS y SciELO, con los descriptores “Medical Education” y “Serious Games”, combinados con AND. Se incluyeron ensayos clínicos aleatorizados publicados entre 2014 y 2024, en portugués, inglés o español, con texto completo. Se excluyeron estudios de otras etapas formativas, revisiones y editoriales. La calidad metodológica se evaluó mediante el sistema GRADE. Resultados: Se incluyeron nueve estudios con resultados sobre retención de conocimientos, toma de decisiones, comunicación y habilidades técnicas. Los serious games mostraron potencial para mejorar el compromiso y el aprendizaje, superando en algunos casos los métodos tradicionales. La heterogeneidad de los estudios limitó la generalización. Consideraciones finales: Los serious games son herramientas prometedoras para la educación médica, promoviendo el aprendizaje activo y el desarrollo de competencias. Se requieren más estudios para evaluar su efectividad a largo plazo y en diferentes contextos.
Referencias
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