Formación docente en competencias pedagógicas para la implementación de estrategias activas en la educación superior: Un estudio en el ámbito de la educación médica latinoamericana

Abstract

The transformation of medical education in Latin America demands teacher training focused on developing pedagogical competencies that promote the implementation of active strategies in university classrooms. This article aims to analyze, through a qualitative documentary approach, how Latin American higher education institutions are shaping medical faculty training programs, emphasizing the adoption of student-centered active methodologies. A total of 42 documents—scientific articles, institutional reports, and university policy papers—published between 2015 and 2024 were reviewed from databases such as Scielo, Redalyc, and Scopus. Results reveal a regional trend toward the professionalization of medical educators through programs based on experiential learning, reflective practice, and competency-based assessment. However, gaps persist in the institutionalization of these practices and the connection between pedagogical training and clinical teaching. It is concluded that strengthening a teaching culture grounded in pedagogical competencies and active methodologies is a strategic axis for ensuring quality and relevance in Latin American medical education.