Estrategias de enseñanza-aprendizaje a través del arte en la facultad de Medicina de la Universidad El Bosque, Colombia

Laburpena

In the last two decades, studies on medical education reflect an interest in artistic experiences as a strategy to strengthen the training of students. These experiences seek to improve health care through film, literature, body in movement, theatre, among other artistic practices. Currently, it is important to address complex situations, such as the mental health of students and professionals, who face high levels of stress and burnout, as well as increased risks of suicide. This study sought to address, through the analysis of elective courses related to the artistic experience, in which medical students from Universidad El Bosque -Colombia participated, between 2018 and 2020, the contributions to their training and well-being. From a teaching perspective, with a phenomenological orientation, sources of information such as institutional documents, interviews and teacher surveys were considered. The teaching-learning processes were analysed, based on the institutional context, the teachers' conceptions, the teaching-learning processes and the learning outcomes. The results show that the orientation towards comprehensive training, meaningful learning, transdisciplinarity and the biopsychosocial approach influence the participation in elective courses in other academic units, related to artistic experiences during their training. The characteristics of the teachers are determinant in their conceptions about the contributions of the artistic experience and this determines the objectives, methodologies and forms of evaluation. The processes propose learning that is related to aspects in previous studies on well-being, described by positive psychology. The study concludes that it is important to consider the experiences of the elective courses and the teaching-learning processes for the consolidation of new proposals in medical training, oriented towards self-care, resilience and well-being.