Instrumentos de evaluación de competencias emocionales en educación médica: una revisión sistemática

Cindy Giselle Diaz Contino; Eugenio Radamés  Borroto Cruz

doi:10.36097/rsan.v1iEspecial_2.3465

Autores/as

Cindy Giselle Diaz Contino Universidad San Gregorio de Portoviejo https://orcid.org/0000-0001-6949-406X
Eugenio Radamés Borroto Cruz Universidad San Gregorio de Portoviejo https://orcid.org/0000-0002-7266-9884

DOI:

https://doi.org/10.36097/rsan.v1iEspecial_2.3465

Palabras clave:

competencias emocionales, educación médica, estudiantes de medicina, habilidades socioemocionales, inteligencia emocional, instrumento

Resumen

El creciente interés en el desarrollo de competencias emocionales ha llevado a un número cada vez mayor de estudios y, con ello, a la creación de numerosos instrumentos para evaluarlas. El objetivo de la presente investigación es analizar la efectividad y pertinencia de instrumentos de evaluación de competencias emocionales aplicables a estudiantes de medicina. Se realizó una revisión sistemática basada en las directrices PRISMA 2020 para identificar los instrumentos más utilizados y validados a lo largo del tiempo. La búsqueda se realizó en la base de datos de Scopus sin límite de tiempo. Se evidenció que no existe un consenso sobre cuál de estos es el más idóneo para evaluar competencias emocionales específicamente en el ámbito de la educación médica. Se identificaron seis instrumentos, aunque cada uno presenta limitaciones. Estas podrían superarse con el desarrollo nuevas herramientas más accesibles, económicas y fáciles de interpretar por los docentes para su aplicación y análisis en el ámbito educativo.

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Citas

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