Efectividad del Aprendizaje Basado en Problemas en la gestión por resultados: una revisión sistemática de la evidencia educativa
Barra lateral del artículo
Contenido principal del artículo
Resumen
La integración del Aprendizaje Basado en Problemas (ABP) en programas educativos guiados por un enfoque de gestión por resultados representa un desafío y una oportunidad para transformar los procesos de enseñanza hacia modelos centrados en la evidencia y el logro de competencias. Esta revisión sistemática tuvo como objetivo evaluar la efectividad de la integración de metodologías de ABP en programas educativos que utilizan un enfoque de gestión por resultados, a fin de determinar su impacto en el desarrollo de habilidades y en la mejora del rendimiento académico. Se aplicó el método PRISMA para identificar, analizar y sintetizar estudios empíricos publicados entre 2020 y 2025 en bases indexadas, seleccionando investigaciones que midieron la relación entre el ABP, la adquisición de competencias y la evaluación por resultados. Los hallazgos revelaron que el ABP favorece significativamente la autonomía, el pensamiento crítico, la comunicación y la autorregulación, además de fortalecer la coherencia entre objetivos de aprendizaje, estrategias pedagógicas y evaluación del desempeño. En conjunto, los resultados confirman que la articulación del ABP con la gestión por resultados constituye una estrategia eficaz para elevar la calidad educativa, promover aprendizajes significativos y potenciar la empleabilidad. Este estudio concluye que la adopción del ABP dentro de modelos de gestión educativa orientados por resultados contribuye a una formación integral, pertinente y sostenible en la educación contemporánea
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
El contenido de los articulos es de exclusiva responsabilidad de los autores.
Deberá cumplir con los siguentes aspectos de la Licencia CC BY NC ND :
- Atribución : Debe otorgar el crédito correspondiente, proporcionar un enlace a la licencia e indicar si se realizaron cambios. Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o su uso.
- No Comercial : No se puede utilizar el material con fines comerciales.
- Sin derivados : Si remezcla, transforma o construye sobre el material, no puede distribuir el material modificado.
- Sin restricciones adicionales : No se pueden aplicar términos legales o medidas tecnológicas que restrinjan legalmente a otros de hacer cualquier cosa que permita la licencia.
Citas
Asadzadeh, M., Ghadirian, H., & Shahbazi, S. (2026). Modified team member teaching design versus traditional teaching: Assessing learning effectiveness and collaboration in environmental engineering education. Journal of Environmental Education Research, 32(1), 45–59. Documento en línea. Disponible https://doi.org/ 10.22034/RMEGUMS.17.4.8
Black, E. W., Thomas, R., & Nguyen, P. (2025). Integrating clinical presentation with patient encounter experience and community-based activities: Evaluating a problem-based curriculum model in medical education. Medical Teacher, 47(5), 512–523. https://doi.org/10.1007/s40670-024-02235-1
Braßler, M. (2025). Interdisciplinary learning for corporate social responsibility and sustainability across business and psychology. Discover Sustainability, 6(1109). Documento en línea. Disponible https://doi.org/10.1007/s43621-025-02078-9
Bultrón, A. (2023). Resignificación de las competencias en la docencia universitaria basadas en la gestión del conocimiento. Gaceta de Pedagogía, (47), 363–372. Documento en línea. Disponible https://doi.org/10.56219/rgp.vi47.2360
Carbonell, N. G., Molla?Esparza, C., Lorente, S., Viguer, P., & Losilla, J. (2025). Strategies to assess and promote the socio-emotional competencies of university students in the socio-educational and healthcare fields: A scoping review. PLOS One, 20(5), e0324531. Documento en línea. Disponible https://doi.org/10.1371/journal.pone.0324531
Chao, C.-H., Lin, C.-Y., & Huang, Y.-S. (2025). Team dynamics and group metacognition in collaborative learning: Exploring their effects on academic performance in problem-based medical education. Education and Health Sciences Journal, 14(3), 215–229. Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07522-y
Chao, X., & Li, Y. (2025). Integration of problem-based learning and CDIO teaching concepts in obstetrics and gynecology: Effects on medical students’ theoretical knowledge, clinical skills, and learning satisfaction. BMC Medical Education, 25(42). https://doi.org/10.1186/s12909-025-07646-1
Considine, J., Berry, D., Allen, J., Hewitt, N., Oldland, E., Sprogis, S. K., & Currey, J. (2021). Team-based learning in nursing education: A scoping review. Journal of Clinical Nursing, 30(7–8), 903–917. Documento en línea. Disponible https://doi.org/10.1111/jocn.15599
Cruz, S., Viseu, F., & Lencastre, J. (2022). Project-based learning methodology as a promoter of learning math concepts: A scoping review. Frontiers in Education, 7, 953390. Documento en línea. Disponible https://doi.org/10.3389/feduc.2022.953390
Diez-Busto, E., Palazuelos, E., San-Martín, P., & Montoya del Corte, J. (2023). Developing accounting students’ professional competencies and satisfaction through learning experiences: Validation of a self-administered questionnaire. The International Journal of Management Education, 21, 100859. Documento en línea. Disponible https://doi.org/10.1016/j.ijme.2023.100859
Falcón, A., Porter, A., Matsuda, Y., Foronda, C., Lovan, P., & Graefe, B. (2025). Unlocking public health competencies: The dose–response effect of problem-based learning on undergraduate student outcomes. Frontiers in Public Health, 13, 1560098. Documento en línea. Disponible https://doi.org/10.3389/fpubh.2025.1560098
Fallah-Karimi, R., Jafari, M., & Amini, M. (2025). Role-playing and group discussion versus traditional teaching: Evaluating the impact on nursing students’ self-efficacy and learning outcomes. Nurse Education Today, 134, 106882. Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07996-w
Ghimire, S., & Ghimire, R. (2025). Building climate resilience in nursing education through problem-based and interdisciplinary learning. Nurse Education in Practice, 78, 104904. Documento en línea. Disponible https://doi.org/10.3390/su17209183
Gómez-Pablos, V., Estévez-Méndez, J., Brígido-Mero, M., & Nistal-Anta, V. (2025). Eficacia del microaprendizaje para el desarrollo de competencias digitales docentes: Un estudio pretest-postest. Revista Electrónica Interuniversitaria de Formación del Profesorado, 28(2), 177–194. Documento en línea. Disponible https://doi.org/10.6018/reifop.633101
Haris, A., Nurlela, N., & Prasetyo, R. (2025). E-learning based on local wisdom to enhance ecopreneurship competency among university students. International Journal of Instruction, 18(2), 145–162. Documento en línea. Disponible https://doi.org/10.34306/att.v7i2.510
Huang, P., Miao, W., Wang, R., Yang, F., Li, X., & Shen, N. (2025). Innovative multimodal educational strategies: Assessing the impact of integrative teaching methods on standardized neurology resident training. BMC Medical Education, 25(1032). https://doi.org/10.1186/s12909-025-07507-x
Hurtado-Almonácid, J., & Páez-Herrera, J. (2024). El modelo curricular basado en competencias en la formación del profesorado de educación física: Entre el currículum prescrito y la realidad docente. Retos, 55, 736–744. Documento en línea. Disponible https://doi.org/10.47197/retos.v55.104308
Jelodari, Z., Mohammadi Zenouzagh, Z., & Hashamdar, M. (2025). Exploring PBL and e-PBL: Implications for 21st-century skills in EFL education. Discover Education, 4(311), 1–15. https://doi.org/10.1007/s44217-025-00773-3
Khamcharoen, N., Kantathanawat, T., & Sukkamart, A. (2022). Developing student creative problem-solving skills (CPSS) using online digital storytelling: A training course development method. International Journal of Emerging Technologies in Learning (iJET), 17(11), 17–27. Documento en línea. Disponible https://doi.org/10.3991/ijet.v17i11.29931
Khazaei, Z., Mehravar, F., & Hosseini, M. (2025). The flipped classroom method’s effect on nursing students’ reflective thinking and learning approaches: A quasi-experimental study. BMC Medical Education, 25(885), 1–11. https://doi.org/10.1186/s12909-024-06556-y
Lanza, M. F., Oliveira, P. R., & Costa, L. M. (2025). Socioemotional skills training using active learning strategies in higher education: Impacts on communication and empathy. Studies in Educational Evaluation, 81, 102460. Documento en línea. Disponible https://doi.org/10.1016/j.nedt.2025.106593
Liu, Q., Ma, J., Wu, C., Du, Y., Chen, T., Sun, X., Zhao, Q., Liu, Y., Shi, Y., Gu, Y., Zhou, T., & Zhang, L. (2025). The effects of single and multiple BOPPPS-integrated model sessions on public health students’ competences: A two-stage study combining quasi-experimental and cross-sectional analyses. BMC Medical Education, 25(990). https://doi.org/10.1186/s12909-025-07508-w
Luo, Y., Zhao, L., Ma, C., & Liu, H. (2023). Evaluating self-directed learning competence in online learning environments: A meta-analysis. Education and Information Technologies, 28(9), 11245–11268. https://doi.org/10.1007/s10639-024-13083-2
Lyuft, N., Kaskin, S., & Yermakova, A. (2025). Integrating acting techniques in informal learning for prospective primary teachers: Enhancing pedagogical creativity and self-efficacy. Teaching and Teacher Education, 136, 104454. https://doi.org/10.11591/ijere.v14i2.32496
Mahakizadeh, S., Khorasani, S., Sadati, L., Arabi, M., & Kermanian, F. (2024). Vertical integration in visual system education: A new educational experience. Strides in Development of Medical Education, 21(1), 108–112. Documento en línea. Disponible https://doi.org/10.22062/sdme.2024.198692.1226
Marco-Fondevila, M., Rueda-Tomás, M., & Latorre-Martínez, M. P. (2022). Active participation and interaction, key performance factors of face-to-face learning. Education Sciences, 12(429). Documento en línea. Disponible https://doi.org/10.3390/educsci12070429
McCormack, Z., Brophy, L., & Davidson, L. (2025). What works in mental health education: A realist review of problem-based learning approaches. BMC Medical Education, 25(1), 312–328. Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07222-7
Medina Vásquez, C. A., Flores Huamán, J. L., Flores Villanueva, A. F., & Guerra Ruiz, R. J. (2025). Metodologías activas y competencias docentes en la educación superior peruana. Discover Education, 5(1), Article 154. https://doi.org/10.1007/s44217-025-00799-7
Mensour, E., Tran, C., Li, T., Mallawaarachchi, I., Shaw, J., & Blissett, S. (2025). Evaluating the outcomes of problem-based learning in postgraduate medical education: A systematic review and meta-analysis. Canadian Medical Education Journal. Documento en línea. Disponible https://doi.org/10.36834/cmej.77394
Murphy, A., O’Connor, C., & Wilson, T. (2025). Students’ perspectives on the congruence and effectiveness of a problem-based learning approach to teach recovery-oriented practice in mental health nursing education. Nurse Education in Practice, 85, 104856. https://doi.org/10.1016/j.nepr.2025.104298
Musengimana, T., Yadav, L. L., Uwamahoro, J., & Nizeyimana, G. (2025). Tracking changes in physics teaching approaches through problem-solving strategies: Insights from RTOP in Rwandan classrooms. Discover Education, 4(328), 1–17. https://doi.org/10.1007/s44217-025-00506-6
Nguyen, Q. L., Cao, T. K., Tran, Q. H., & Nguyen, T. N. (2025). Developing students’ scientific competence through the STSE model: An active learning intervention. Discover Education, 4(363). https://doi.org/10.1007/s44217-025-00766-2
Ozcinar, H., & Bati, H. (2025). An integration model in medical education: Linking basic and clinical sciences through problem-based learning. Medical Science Educator, 35(2), 211–225. Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07034-9
Özkan, Ç. G., & Demirba?, B. C. (2025). The effects of the Flipped Classroom Model on nursing students’ knowledge, skill levels and persistence of learning. BMC Medical Education, 25(1097), 1–10. https://doi.org/10.1186/s12909-025-07574-0
Park, S., & Kim, J. (2025). Scenario-based labor nursing simulation with an AI tutor: Enhancing critical thinking and learning effectiveness through problem-based design. Nurse Education Today, 133, 106851. Documento en línea. Disponible https://doi.org/10.4069/whn.2025.06.18
Pizarro-Aguilar, M. (2022). Un modelo de prácticas docentes para la acreditación basada en resultados en carreras de ingeniería. Revista Electrónica Educare, 26(3), 1-20. Documento en línea. Disponible https://doi.org/10.15359/ree.26-3.30
Rafi, M., Alam, S., & Iqbal, H. (2025). Integrating virtual reality and gamification in medical escape rooms: Enhancing problem-based learning engagement. BMC Medical Education, 25(1), 144–158. Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07367-5
Ruesseler, M., Obertacke, U., & Sterz, J. (2025). Flipped classroom and simulation-based learning in surgical education: Improving practical competence and learner engagement. BMC Medical Education, 25(1), 1–12. https://doi.org/10.1186/s12909-025-07898-x
Sanatbay, N., Abenova, G., & Tleubayeva, A. (2025). Problem-oriented learning for developing soft skills in teacher education programs: An empirical study. Education and Training, 67(4), 512–528. Documento en línea. Disponible https://doi.org/10.1016/j.nedt.2025.106791
Sekhar, P., Sahu, P., & Reddy, G. (2025). Implementing problem-based learning in school psychiatry training: Exploring students’ experiences and educational outcomes. BMC Medical Education, 25(1), 287–301. Documento en línea. Disponible https://doi.org/10.3946/kjme.2025.330
Shelly, S., Idris, I., Mappaware, N. A., Rasyid, H., Bukhari, A., Afandi, I. N., & Amalia, A. (2024). Evaluation of blended learning in terms of the perceptions of medical students: A mixed method study. Journal of Advances in Medical Education & Professionalism, 12(1), 28–36. Documento en línea. Disponible https://doi.org/10.30476/JAMP.2023.98956.1819
Supratman, S., Zubaidah, S., Ma’arif Tarigan, M. R., & Azis, S. (2023). Contribution of critical thinking and science process skills towards learning outcomes based on gender. International Journal of Evaluation and Research in Education (IJERE), 12(4), 1985–1993. Documento en línea. Disponible https://doi.org/10.11591/ijere.v12i4.24927
Tintoré, M., Cunha, R. S., Altopiedi, M., & Alves, M. G. (2022). Management model, leadership and autonomy in Portuguese and Spanish public schools. Cogent Education, 9(1), 2105553. Documento en línea. Disponible https://doi.org/10.1080/2331186X.2022.2105553
Wang, L., Chen, P., Wang, X., Wei, S., Lin, J., & Jing, X. (2025). Integrating team-based and peer-teaching strategies for standardized dental residency: A path to active learning and professional growth. BMC Medical Education, 25(618). https://doi.org/10.1186/s12909-025-07023-y
Wirth, J., Weber-Reuter, X.-L., Schuster, C., Fleischer, J., Leutner, D., & Stebner, F. (2025). Far transfer of metacognitive regulation: From cognitive learning strategy use to mental effort regulation. Educational Psychology Review, 37(7), 1–26. Documento en línea. Disponible https://doi.org/10.1007/s10648-024-09983-x
Wuttikamonchai, O., Pimdee, P., Ployduangrat, J., & Sukkamart, A. (2024). A needs assessment evaluation of information technology student mobile website design skills. Contemporary Educational Technology, 16(1), ep494. Documento en línea. Disponible https://doi.org/10.30935/cedtech/14173
Xiong, X., Xu, J., Luo, M., Niu, D., Bi, Q., Wang, Z., & Zhang, J. (2025). Efficacy of problem-based learning combined with case-based learning versus lecture-based learning in orthopedic education: A systematic review and meta-analysis. BMC Medical Education, 25(1357). https://doi.org/10.1186/s12909-025-07741-3
Yu, H., Li, J., Wang, Y., Zhang, X., & Zhao, L. (2025). Simulation-based education versus traditional teaching: Effects on theoretical knowledge, practical performance, and communication skills among medical students. BMC Medical Education, 25(952), 1–13. https://doi.org/10.1186/s12909-025-07572-2
Zhang, L., Wang, Y., Chen, M., & Liu, H. (2025). Optimizing blended medical education through active learning and competency-based assessment: Evidence from a quasi-experimental study. BMC Medical Education, 25(562), 1–11. https://doi.org/10.1186/s12909-025-07116-8
Zhou, L., Cai, C., Wu, R., & Qi, Y. (2025). Effectiveness of scaffolded case-based learning in anesthesiology residency training: A randomized controlled trial. BMC Medical Education, 25, 672. https://doi.org/10.1186/s12909-025-07236-1
Zhou, M., Zhao, L., Li, J., & Chen, L. (2021). When social media use for formal learning is voluntary: A study of students’ use of self-regulated learning strategies. Computers & Education, 168, 104212. Documento en línea. Disponible https://doi.org/10.32655/LIBRES.2021.1.2