Playful strategy for teaching Biostatistics in the Physician and Surgeon program at Universidad Da Vinci de Guatemala
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Abstract
Introduction: Within the framework of the adaptive synergistic paradigm in the context of medical and life sciences, it is necessary to implement innovative teaching strategies. Objective: To define a playful strategy for teaching Biostatistics in the Physician and Surgeon program at Universidad Da Vinci de Guatemala. Method: This research is based on a literature review of the last five years in databases such as PubMed, Scopus, and SciELO, to analyze the playful strategy, its components, and the theories that support its impact on learning and the mathematical anxiety of medical students. Results: A definition of the playful strategy was established to identify its key elements. It aligns with the adaptive synergistic paradigm in the context of medical education and life sciences. The research demonstrated that these strategies were based on theories such as meaningful learning and constructivism, providing a robust framework for subsequent quantitative research. This article laid the theoretical foundation for implementing a playful strategy at Universidad Da Vinci de Guatemala, with the potential to reduce mathematical anxiety and improve the academic performance of future health professionals. Conclusion: The playful strategy for teaching Biostatistics is defined, with the hope that once implemented, it will increase attention and collaborative work, reduce anxiety, and make teaching activities more engaging.
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