Aprendizaje bidireccional y perfil pedagógico del facilitador en metodología de autoaprendizaje en entornos simulados (MAES©). Un estudio cualitativo exploratorio

Abstract

Introduction: The pedagogical profile and the teacher’s learning has been a little questioned element in university teaching. It is assumed that the teacher is the guide and the source of knowledge of the students in traditional education perspective. However, in clinical simulation, a group interaction occurs that creates a more open learning environment. Objective: To analyze the perception of facilitators in simulation with the self-learning method in simulated environments (MAES © ) regarding their pedagogical profile and explore the phenomenon of two-way learning. Materials and methods: A qualitative exploratory study with a phenomenological orientation using the focus group technique. The group was made up of MAES © facilitators of medicine and nursing from the region of Murcia (Spain). Results: They refer to the exchange of knowledge and learning that the facilitator acquires thanks to the contributions of the students in clinical simulation. Concepts such as self-learning, facilitator functions and rejection of the traditional role of the teacher appeared. Dimensions related to the development of the sessions, the promotion of the autonomy of the students or the importance of establishing a basal level of competences before prioritizing the learning objectives appeared. Conclusion: The profile of the MAES © facilitator is that of a teacher who motivates the search for knowledge and the autonomy of the group of students. Two-way learning implies that teachers also learn from students.