Palabras clave
Educación Médica
Aprendizaje Activo
Motivación Intrínseca
Cómo citar
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Resumen
Objetivo: Analizar las principales bases teóricas del aprendizaje utilizadas para fundamentar el uso de la gamificación en la educación médica, discutiendo su interfaz con las metodologías activas y sus implicaciones pedagógicas. Revisión bibliográfica: La revisión evidenció que la gamificación presenta una alta convergencia con marcos teóricos como el constructivismo, el socioconstructivismo, el aprendizaje experiencial, la andragogía, la teoría de la autodeterminación y la pedagogía crítica. Cuando se concibe como una estrategia educativa intencional, la gamificación potencia el compromiso del estudiante, la autorregulación, el aprendizaje significativo y el desarrollo del razonamiento clínico. Sin embargo, la literatura revela heterogeneidad conceptual, debilidades metodológicas y el uso recurrente de enfoques superficiales, frecuentemente centrados en recompensas extrínsecas, con efectos pedagógicos limitados o inconsistentes. Consideraciones finales: La gamificación constituye un desarrollo coherente de las metodologías activas en la educación médica, siempre que se sustente en bases teóricas sólidas y se alinee con objetivos formativos claros. No obstante, persisten vacíos relacionados con la fundamentación epistemológica y la evaluación de sus impactos educativos, lo que indica la necesidad de mayor rigor teórico y metodológico en futuras investigaciones.
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