Pedagogical Strategies: Training Trends in Surgical Instrumentation Students: A Pilot Study

Abstract

Introduction. The training of Surgical Instrumentation students requires pedagogical strategies consistent with current dynamics of information, science, and technological innovation in health, in order to promote competency development and the achievement of expected learning outcomes. Objective. To analyze whether the pedagogical strategies used in a Surgical Instrumentation program at a private higher education institution in Barranquilla are aligned with current training trends. Methods. Qualitative, prospective study guided by the historical-hermeneutic paradigm and an ethnographic approach. Data were collected through a semi-structured group discussion conducted with 40 sixth-semester students enrolled in the Surgical Instrumentation program. Participants met the criteria of active enrollment in clinical practice and voluntary acceptance to participate. Information was organized in analytic matrices and examined through coding and thematic categorization. Results. The main categories identified were visual tools, auditory tools, didactic and relational strategies, humanization, teacher understanding, didactic resources, theory-practice articulation, practice settings, and the need for specialized bibliography in the field. Conclusion. Pedagogical strategies should be diversified to address different learning styles and strengthen the training of surgical instrumentation students. In addition, the findings showed the need for greater teacher humanization, better articulation between theory and practice, and specialized resources for the discipline.