Un profesor clínico y pedagogo en el Aprendizaje Basado en Problemas.
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Revista Cubana de Educacion Medica Superior
abstract
Introduction: The qualifications required from a professor have implications forjob placement, professional development and the quality of health humanresource training.Objective: To determine a professor's expertise and whether there is empiricalevidence that his or her background in problem-based learning (PBL) influencesstudent learning.Methods: In this scoping review, published articles were searched for in theMedline, Scopus, PubMed, Google Scholar, EBSCO and ScienceDirect databases.The search initially included articles published between 2015 and 2020; then,studies cited in these articles were included to increase the sample number. Theassessment was performed independently by two researchers. A sheer number ofeleven articles met the inclusion criteria. Data about the qualities of the PBLprofessor were extracted and analyzed.Results: Studies exploring the qualifications of the PBL professor are scarce, whilethere is no unified criterion on the training and experience required from them.The empirical evidence found is questionable and shows gaps in the understandingof this problem, although it suggests a professor with expertise in medicine andpedagogy as the best option.Conclusions: These findings represent a serious shortcoming of PBL. A possiblesolution is to integrate the teaching of pedagogy into medical curricula in order tohave a greater number of professors with expertise in both medicine and teaching.
