(Inter) profesionales conectados para el aprendizaje colaborativo en línea: Una revisión del alcance
DOI:
https://doi.org/10.33448/rsd-v10i8.17610Palabras clave:
Interacción Social; Educación Interprofesional; Educación a distancia.Resumen
Introducción: El aprendizaje colaborativo en línea puede apoyar la educación interprofesional (EIP) en salud, pero las barreras en la interacción social requieren estrategias de facilitación. Objetivo: Mapear estrategias favorables para la interacción social interprofesional en el aprendizaje colaborativo de la educación a distancia. Metodología: Revisión del alcance, basada en recomendaciones del manual del Instituto Joanna Briggs, para identificar evidencias a partir de bases de datos y de la técnica bola de nieve. Criterios de inclusión: idioma inglés, términos escogidos para el tema de estudio y artículos publicados entre 2010-2020. Resultados: En esta revisión se incluyeron 12 estudios, la mayoría del año 2011, (4); de Canadá, (5); método, investigación cualitativa, (11). Se abordaron los fundamentos teóricos Comunidad de investigación (4) y Constructivista (3). Los principales resultados muestran que la composición de los equipos interprofesionales osciló entre 2 y 10 profesiones; las estrategias de interacción más frecuentes en los estudios fueron fórums (6) y facilitadores (6). La falta de tiempo como barrera a la interacción social coincidió en 2 estudios. Discusión: Las estrategias de presencia social (elemento de la Comunidad de Investigación) reveladas en la literatura, junto con los parámetros mapeados en este estudio constituyeron los facilitadores para la interacción social objeto de la revisión. Consideraciones finales: Las estrategias de interacción interprofesional articuladas pueden ayudar en los programas de EIP en línea para gestionar las barreras existentes. Investigaciones futuras podrían profundizar en la comprensión de los hallazgos de este estudio.
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