Definition of Neuroeducational Strategies for Teaching Research

Abstract

Introduction: Understanding the significance of neuroeducation is vital for comprehending teaching and learning processes. Objective: To define neuroeducational strategies for teaching research to medical students. Method: A qualitative, documentary study was conducted through a review of scientific literature published within the last 5 years. The inductive-deductive method was applied for its description. Databases such as Scopus, SciELO, PubMed, and Dialnet were consulted, with Google Scholar as the primary search engine. Boolean operators and keywords were used as advanced search techniques, supported by Artificial Intelligence to identify specific documents related to the topic. Results: The systematization process identified that the neuroeducational approach is essential for understanding the learning process at physical, cerebral, and emotional levels. It aims to understand how the brain reacts to stimuli perceived by the nervous system, its response to stress, motivations for action, and the capacity of memory to apply learned content in real-life scenarios. Definitions of critical junctures for research were established, supported by scientific foundations regarding brain function in a structured and evaluable manner. Conclusions: The literature analysis identified regularities to define three theoretical constructs for this study: neurolearning, neuroeducational strategy, and neuroeducational strategy for research.