Competencias clínicas en el contexto educativo: Una revisión sistemática
Clinical competencies in the educational context: A systematic reviewContenido principal del artículo
El desarrollo de competencias clínicas en la educación en ciencias de la salud constituye un desafío relevante debido a la complejidad de los marcos teóricos y la necesidad de integrar estrategias pedagógicas innovadoras y tecnologías emergentes. En este contexto, el objetivo del estudio fue analizar de manera integral el desarrollo de las competencias clínicas en el ámbito educativo, identificando factores pedagógicos, tecnológicos e institucionales, así como estrategias formativas, desafíos y oportunidades de mejora a nivel internacional y en el contexto peruano. Metodológicamente, se realizó una revisión sistemática bajo el enfoque PRISMA 2020, considerando artículos publicados en 2026, en idioma inglés y de acceso abierto, recuperados de las bases de datos Scopus y SciELO mediante la cadena de búsqueda “Clinical competencies” AND “students”, identificándose 72 registros iniciales y seleccionándose 20 estudios para el análisis. Los resultados evidencian que el desarrollo de competencias clínicas depende de la implementación de modelos educativos integrales que articulen simulación, aprendizaje activo, tecnologías digitales e inteligencia artificial, así como del fortalecimiento de competencias docentes, condiciones institucionales y currículos estructurados. Asimismo, se identifican limitaciones relacionadas con la sobredependencia de métodos tradicionales, brechas digitales y falta de estandarización en la evaluación. En conclusión, la consolidación de competencias clínicas requiere un enfoque educativo integral, innovador y contextualizado, que garantice la formación de profesionales competentes, capaces de responder a las demandas actuales de los sistemas de salud mediante una práctica segura, ética y centrada en el paciente.
The development of clinical competencies in health sciences education presents a significant challenge due to the complexity of theoretical frameworks and the need to integrate innovative pedagogical strategies and emerging technologies. In this context, the objective of this study was to comprehensively analyze the development of clinical competencies in the educational field, identifying pedagogical, technological, and institutional factors, as well as training strategies, challenges, and opportunities for improvement at the international level and within the Peruvian context. Methodologically, a systematic review was conducted using the PRISMA 2020 approach, considering open access articles published in English in 2016 and later. These articles were retrieved from the Scopus and SciELO databases using the search terms “Clinical competencies” AND “students,” identifying 72 initial records and selecting 20 studies for analysis. The results show that the development of clinical competencies depends on the implementation of comprehensive educational models that integrate simulation, active learning, digital technologies, and artificial intelligence, as well as on strengthening teaching competencies, institutional conditions, and structured curricula. Limitations related to over-reliance on traditional methods, digital divides, and a lack of standardization in assessment were also identified. In conclusion, the consolidation of clinical competencies requires a comprehensive, innovative, and contextualized educational approach that guarantees the training of competent professionals capable of responding to the current demands of healthcare systems through safe, ethical, and patient-centered practice.
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