Intervenciones educativas en resistencia antimicrobiana y gestión antimicrobiana en la educación médica de pregrado
DOI:
https://doi.org/10.56200/mentor.v5i2.12319Palabras clave:
Resistencia antimicrobiana, Educación Médica, administración antimicrobiana, microbiología clínica, Prescripción racionalResumen
La resistencia antimicrobiana constituye un problema importante de salud pública y plantea un reto específico para la educación médica de pregrado. El objetivo de este estudio fue analizar las intervenciones educativas sobre resistencia antimicrobiana y gestión responsable de antimicrobianos dirigidas a estudiantes de medicina de pregrado, según su modalidad, contenidos y desenlaces evaluados. Se realizó una revisión de alcance conforme a PRISMA-ScR. La búsqueda se efectuó en PubMed/MEDLINE, Scopus, Web of Science y EBSCOhost para el periodo 2016–2026. Se incluyeron estudios originales en inglés o español con intervenciones educativas primarias y desenlaces evaluables. La búsqueda recuperó 360 registros y el análisis final incluyó 14 estudios primarios. Se identificaron 6 intervenciones virtuales o en línea, 2 híbridas, 3 presenciales y 3 multimodales o autodirigidas. Los estudios reportaron con mayor frecuencia desenlaces de conocimiento, percepción, autoconfianza, aceptación y utilidad percibida, mientras que la evaluación del desempeño clínico aplicado fue menos frecuente. Los hallazgos sugieren un campo heterogéneo que requiere evaluaciones más consistentes del desempeño aplicado.
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Derechos de autor 2026 Noé Velázquez-Márquez, Valeska Suárez Vázquez, Laura Brenda Carpinteyro Baez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
