Ciclo de Kolb y enfoques complejos para el aprendizaje de la gestión de calidad en la docencia de la Carrera de Laboratorio Clínico

Abstract

Kolb's learning model is one of the best-known learning style theories given that its causal factors: genetics, life experiences and the demands of the environment, all based on quality control in the clinical laboratory Objective: To develop a pedagogical and didactic strategy based on the Kolb Cycle and complex approaches for learning quality management in theClinical Laboratory career. Methods and Materials: A work was developed based on a longitudinal and prospective observational explanatory study. The strategy will be developed considering the students who are in the seventh semester of the Clinical Laboratory Career of the Technical University of Ambato in the period from May 1 2022, to August 31, 2022. Descriptive and inferential statistical methods were used. It is articulated to the research project EVALUATION OF THE QUALITY MANAGEMENT OF THE CLINICAL LABORATORIES OF THE CANTON AMBATO AND PROPOSAL OF A SERVICE OPTIMIZATION PLAN. Results: It is possible to identify the learning styles according to Kolb applied to the students of the seventh semester of the Clinical Laboratory career in the quality management module II, the results show that 57% have a divergent learning style, followed by 29% with convergent learning style, 14% have an assimilating learning style and 0% have an accommodating learning style. According to the results, we can indicate that the vast majority of students have a divergent learning style which is the result of the combination of the capacities of concrete experience (EC) and reflective observation (OR). These students stand out because they 9 tend to consider concrete situations from different perspectives, they like to observe and they have a great facility for the production of ideas. Conclusion: A pedagogical strategy was developed for learning quality management in the Clinical Laboratory Career, based on five stages: • Stage N 1 Strategic planning • Stage N 2 Plan integrated analysis activities with teachers to improve quality control teaching, in an integrated and participatory manner. • Stage N 3 Execution of the basic processes associated with learning in relation to quality • Stage N 4 Evaluate the process – Heteroevaluation – Self-evaluation – Co-evaluation • Stage N 5 Develop training activities, aimed at strengthening knowledge in the area of quality. The predominant learning style in seventh semester students of the Clinical Laboratory Career is the Divergent style. The efficiency indicators identified were aimed at evaluating the level of satisfaction of the staff that is going to be part of the training plan, the opportunity of the resources used, and the evaluation of the activities in the foreseen time.