Publicado May 7, 2020


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Angelika Beatriz Ellen Kuhlmann Lüdeke

Javier Fabricio Guillén Olaya, Dr



La retroalimentación, como estrategia de enseñanza-aprendizaje, ha estado presente en la educación médica hace unas décadas. Sin embargo, su utilización en programas a nivel mundial se considera insuficiente. En la literatura disponible, se han descrito características, recomendaciones e indicaciones de cómo debe ser proporcionada esta retroalimentación. Nuevos abordajes por parte de expertos hacen énfasis en la necesidad de analizar la retroalimentación bajo una nueva conceptualización, con mayor énfasis en la interacción social que implica el proceso y en el impacto real y demostrable que tiene sobre el aprendizaje de los estudiantes. Los nuevos modelos curriculares basados en competencias, sus gestores, directivas y los miembros educadores de dichos programas, deben demostrar un gran compromiso con la implementación de sistemas de retroalimentación robustos, con un adecuado monitoreo de los mismos y diseñados según las necesidades y características particulares de cada institución. Docentes y estudiantes requieren de un adecuado entrenamiento y empoderamiento en esta habilidad, con el fin de obtener resultados exitosos, en relación al mejoramiento en el aprendizaje. Este esfuerzo es fundamental con el fin de que los futuros profesionales médicos adquieran las competencias necesarias, según los estándares de calidad estipulados, para su ejercicio profesional sin supervisión y el aseguramiento de calidad y seguridad a los pacientes.


effective feedback, formative feedback, medical educationretroalimentación efectiva, retroalimentación formativa, educación médica

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Cómo citar
Kuhlmann Lüdeke, A. B. E., & Guillén Olaya, J. F. (2020). Retroalimentación efectiva, un componente esencial en todas las etapas de la educación médica. Universitas Medica, 61(3).
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