EVALUACIÓN DEL RENDIMIENTO Y ENTRENAMIENTO DIGITAL PARA EL RAZONAMIENTO CRÍTICO GENÉRICO Y ESPECÍFICO PARA JÓVENES PROFESIONALES EN LA FASE PRÁCTICA EN EL DERECHO, LA MEDICINA Y LA DOCENCIA
Palabras clave:
Competencias digitales, razonamiento crítico, educación postuniversitaria, herramientas de entrenamiento en línea, evaluación de rendimientoResumen
En la era digital, Internet se considera cada vez más como una importante fuente de información. Esto es especialmente cierto para el aprendizaje informal, como por ejemplo, la educación postuniversitaria. Evidentemente, los jóvenes profesionales utilizan cada vez más las fuentes en línea como herramienta de información y aprendizaje. El razonamiento crítico de información en línea para el aprendizaje y los procesos profesionales en la medicina, el derecho y la docencia se considera una faceta de competencia de gran relevancia. Por ejemplo, mantenerse actualizado sobre una multitud de asuntos tales como publicados en artículos y pautas, como es el caso en la medicina, puede ser un desafío cuando no están desarrolladas las competencias necesarias para utilizar los medios en línea (Allen et al. 2005, O'Carroll et al.2015). Las investigaciones actuales sobre estudiantes universitarios indican deficiencias sustanciales en sus habilidades de razonamiento crítico en línea, también entre los graduados. Sin embargo, todavía no se han investigado la búsqueda de información en línea y las competencias correspondientes entre los jóvenes profesionales en la fase práctica. Hay una falta tanto de evaluaciones válidas específicas para diferentes profesiones como de herramientas de entrenamiento que puedan fomentar de manera efectiva el uso competente de la información en línea entre los jóvenes profesionales en la práctica.
Nuestra investigación es parte del proyecto colaborativo BRIDGE, que hace parte del programa "Investigación para el Diseño de Procesos Educativos en las Condiciones del Cambio Digital". Este estudio se basa en nuestro trabajo anterior sobre la examinación de habilidades genéricas en la educación superior en los proyectos internacionales CLA+, iPAL y CORA, así como en experiencias con exámenes de rendimiento específicas para profesiones acumuladas en los programas de investigación KoKoHs y ASCOT+, que evaluaron competencias profesionales. Para examinar válidamente el razonamiento crítico en línea entre los jóvenes profesionales (en el derecho, la medicina y la docencia), desarrollamos nuevos exámenes de rendimiento en línea y entrenamientos digitales correspondientes. El objetivo es analizar en qué medida los jóvenes profesionales mejoran utilizando la información en línea con mayor reflexión mientras su preparación de documentos profesionales después de haber participado en un entrenamiento en línea. Utilizamos datos del proceso y del rendimiento (utilizando enfoques innovadores, como la minería de textos y la minería de datos educativos). En este artículo, mostramos el marco conceptual y de evaluación de los instrumentos innovadores recientemente desarrollados para medir y fomentar el razonamiento crítico en línea genérico y especializado entre los jóvenes profesionales en la fase práctica de la medicina, del derecho y de la docencia. Basado en este marco, discutimos cómo estas facetas de competencia profesional importantes se pueden medir de manera válida y fomentar de manera efectiva en la práctica.
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