Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
444-462
Problem-based learning program
for the development of competencies
of physiology students of the Faculty
of Medicine of the Catholic University
of Cuenca, Azogues, 2023
Programa de aprendizaje basado en problemas
para el desarrollo de competencias de los estudiantes
de Fisiología de la Facultad de Medicina de la
Universidad Católica de Cuenca sede Azogues, 2023
Marco Vinicio Urgilés Rivas 1, Kerly Monserrath Pinos Larrea 2,
Rosa María Campoverde Peralta 3, Jorge Roberto Rodas Andrade 4
1 Catholic University of Cuenca, Azogues campus; marco.urgiles@ucacue.edu.ec. Azogues, Ecuador.
2 Catholic University of Cuenca, Azogues campus; kerly.pinos@est.ucacue.edu.ec. Azogues, Ecuador.
3 Catholic University of Cuenca, Azogues campus; rosa.campoverde@est.ucacue.edu.ec. Azogues, Ecuador.
4 Catholic University of Cuenca, Azogues campus; jorge.rodas@ucacue.edu.ec. Azogues, Ecuador.
How to cite:
Urgiles Rivas, M. V., Pinos Larrea, K. M., Campoverde Peralta, R. M., & Rodas Andrade, J. R. (2025). Problem-
based learning program for the development of skills in physiology students at the Faculty of Medicine of the
Catholic University of Cuenca, Azogues campus, 2023. Multidisciplinary Journal of Contemporary Research, 3(2)
444-462. https://doi.org/10.58995/redlic.rmic.v3.n2.a123
Article Information
Received: 03-01-2025
Accepted: 05-04-2025
Published: 01-07-2025
Editor’s Note
REDLIC remains neutral regarding jurisdictional
claims in published messages and institutional
afliations.
Editorial
Latin American Editorial Network for Contemporary
Research (REDLIC
www.editorialredlic.com
Funding Sources
The research was conducted using the authors’
own resources.
Conicts of Interest
No conicts of interest are declared.
This text is protected by a Creative Commons 4.0.
You are free to Share - copy and redistribute the material in any
medium or format - and Adapt the document - remix, transform, and
build upon the material - for any purpose, including commercial
purposes, provided you comply with the condition of:
Attribution: you must credit the original work appropriately, provide
a link to the license, and indicate if changes have been made.
You may do so in any reasonable manner, but not in such a way
as to suggest that you are endorsed by or receive support from the
licensor for your use of the work.
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 49 -49
Copyright (c) 2025 Faicán Rocano Pedro Fernando, Dután Pérez Ibelice Salomé,
González González Camila Raquel, Matute Aguiar Joselyn Nayeli, Rodríguez Ver-
dugo Alejandra Valentina.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cualquier medio
o formato — y Adaptar el documento —remezclar, transformar y crear a partir del
material— para cualquier propósito, incluso para nes comerciales, siempre que
cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada, propor-
cionar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo
en cualquier forma razonable, pero no de forma tal que sugiera que tiene el apoyo
del licenciante o lo recibe por el uso que hace de la obra.
Resumen de licencia - Texto completo de la licencia
Original article. Revista Multidisciplinaria Investigación Contemporánea.
Vol. 3 - No. 2, pp. 444 - 462. July-December, 2025. e-ISSN: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 32 -49
Artículo Caso clínico. Revista multidisciplinaria investigación Contemporánea.
Vol. 3 - No. 2, pp. 32 - 49. julio-diciembre, 2025. e-ISSN: 2960-8015
Leucemia de células dendríticas
plasmocitoides - estudio y diagnóstico
de un caso
Leucemia de células dendríticas plasmocitoides - estudio y
diagnóstico de un caso
Información del artículo:
Recibido: 05-12-2024
Aceptado: 21-02-2025
Publicado: 01-07-2025
Nota del editor:
REDLIC se mantiene neutral con respecto a
reclamos jurisdiccionales en mensajes publi-
cados y aliaciones institucionales.
Editorial:
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC) www.editorialredlic.com
Fuentes de nanciamiento:
La investigación fue realizada con recursos propios.
Conictos de interés:
No presentan conicto de intereses.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cual-
quier medio o formato— y Adaptar el documento —remezclar, transformar
y crear a partir del material— para cualquier propósito, incluso para nes
comerciales, siempre que cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada,
proporcionar un enlace a la licencia, e indicar si se han realizado cambios.
Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugie-
ra que tiene el apoyo del licenciante o lo recibe por el uso que hace de la obra
1 Docente Investigador; pedro.faican@ucacue.edu.ec. Azogues, Ecuador.
2 Estudiante; ibelice.dutan.44@est.ucacue.edu.ec. Azogues, Ecuador.
3 Estudiante; camila.gonzalez.66@est.ucacue.edu.ec. Azogues, Ecuador.
4 Estudiante; joselyn.matute.44@est.ucacue.edu.ec. Azogues, Ecuador.
5 Estudiante; alejandra.rodriguez.60@est.ucacue.edu.ec. Azogues, Ecuador.
Faicán Rocano Pedro Fernando 1, Dután Pérez Ibelice Salomé 2, González González Camila
Raquel 3, Matute Aguiar Joselyn Nayeli 4, Rodríguez Verdugo Alejandra Valentina 5
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Cómo citar:
Faican Rocano, P. . F., Dután Pérez, I. S. ., González González, C. R. ., Rodríguez Verdugo, A. V. ., & Matute Aguiar, J.
N. . (2025). Leucemia de células dendríticas plasmocitoides - estudio y diagnóstico de un caso.
Revista Multidisci-
plinaria Investigación Contemporánea
, 3(2), 32-49. https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
445-462
Abstract
Introduction: Higher education has revolutionized over time, currently
there are new teaching methodologies. Objective: To apply a problem-based
learning program for the development of competencies of physiology students
of Medicine at the Catholic University of Cuenca, Azogues branch. Methodology:
action-participatory study with qualitative approach, in second cycle students;
a test was used to obtain the data obtained, which were later analyzed. Results:
evidence-based learning (ABP) has shown to have good results in strengthening
and acquiring competencies to new health professionals from problems posed
in the classroom. Conclusions: It was evidenced that after the application of PBL,
the technical, methodological, participatory and personal competencies were
strengthened in more than 80% of the students who participated, proving to be a
superior method compared to other methods such as the traditional one.
Keywords: higher education; competence; students; learning; evidence
Resumen
Introducción: La educación superior ha revolucionado con el tiempo,
actualmente existen nuevas metodologías de enseñanza. Objetivo: Aplicar un
programa de aprendizaje basado en problemas del desarrollo de competencias de
los estudiantes de siología de Medicina de la Universidad Católica de Cuenca sede
Azogues. Metodología: estudio de acción-participativa con enfoque cualitativo, en
alumnos de segundo ciclo; se utilizó un test para la obtención de los datos obtenidos,
los mismos que fueron analizados posteriormente. Resultados: el aprendizaje
basado en evidencia (ABP) ha demostrado tener buenos resultados al momento de
fortalecer y adquirir competencias a los nuevos profesionales de la salud a partir
de problemas planteados en las aulas de educación. Conclusiones: Se evidenció
que, luego de la aplicación del ABP, las competencias técnicas, metodológicas,
participativas y personales se fortalecieron en más del 80% de los estudiantes que
participaron, resultando ser un método superior frente a otros métodos como el
tradicional.
Palabras clave: educación superior; competencia; estudiantes; aprendizaje;
evidencia
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
446-462
1. Introduction
In response to globalization and the social problems that affect
societies, it is essential to train professionals capable of ensuring an
adequate quality of life for the general population. Therefore, many
institutions have been part of programs such as Erasmus, Tempus,
Jean Monnet, of the European Union, XII Five-Year Plan of China; in
Latin America, organizations such as CELAC, among others, help the
development of societies, allowing the creation of professionals who
have the skills and abilities capable of proposing solutions, in addition to
developing critical thinking (1).
Therefore, it is of vital importance to plan strategies for the
development of higher education, the teaching-learning method has
been evolving and has undergone paradoxical changes, from passive
methodologies such as the traditional method to current times with active
methodologies such as Problem-Based Learning (PBL ), which propose the
training of professionals with human and ethical quality and are capable
of solving the problems of society. Problem-based learning (in its acronym
in Spanish: PBL), is a teaching-learning method already applied since the
70s, beginning in the United States and then accepted worldwide (2).
There are several authors who recommend PBL over other teaching
methods, such as Trullas et al. 2022 in their systematic review; Effectiveness
of problem-based learning methodology in undergraduate medical
education: a scoping review, carried out in 2022, after reviewing 124
studies, concluded: Problem-based learning was superior to traditional
learning, since there is greater retention of information except for 3
studies where it was indicated that it was greater in simulation learning
and conference learning studies, another skill that was found to be
superior was communication between students and their self-condence
when posing problems, since they felt more secure in collaborative work
and interpersonal relationships (3).
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
447-462
Important aspect was the positivism that the students presented to
the method; however, there was some resistance to it, unclear objectives,
poor management and inadequate owcharts, it is striking where the tutor
does not give the method as favorable and feels dissatised, in relation to
methods such as the traditional one, by lectures (3).
Yanamadala et al. (2018) in the United States studied the topic “A
Problem-Based Learning Curriculum in Geriatrics for Medical Students”
determined: better development in a degree of interdisciplinary work,
optimized resources appropriately, multidisciplinary work was exemplary
(4).
Therefore, the problem-based learning method helps to develop
4 competencies or skills to be known according to Gil -Gálvan (2021)
and they are: Technical competencies (know/know), Methodological
competencies (know how to do), participatory competencies (know how
to be) and personal competencies (know how to be) (5).
In Ecuador, many institutions and teachers continue to use
traditional methods, where teachers transmit information mechanically,
thus eliminating student participation in face-to-face classes. Therefore,
it is important to understand and implement new methodologies such as
PBL to help students participate in class and develop critical thinking.
2. Materials and methods
This participatory action research work is based on a qualitative
approach, because it is responsible for collecting and analyzing
information on the object of study. It was carried out at the Catholic
University of Cuenca, located in the Azogues canton, Cañar province, in
the Republic of Ecuador, it is a private institution, to second cycle parallel
students “A”, “B”, “C”, “D”, “E” of the medicine career, through the application
of the problem-based learning strategy solved with collaborative work, it
is made up of 115 students taking the subject of General, Hematopoietic,
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
448-462
Renal and Reproductive Physiology, however, 104 completed the study.
It consisted of several phases such as exploration, observation, method
application phase, information collection phase using a validated test that
allows data collection according to the skills developed such as technical,
personal, participatory and methodological according to a scale of 1. A lot,
2. Enough, 3. Little, 4. Nothing, which are answered by each of the students,
subsequently analyzed in Excel and a DS and averages were obtained.
Bioethical aspects have been taken into consideration to ensure
this research is conducted responsibly and respectfully. The authors’
intellectual property rights are protected by appropriate citation and
referencing. The procedures and methodologies developed in this
work are the intellectual property of the authors, with respect to their
contextualization and application. The autonomy of respondents is
preserved through informed consent, which will be obtained prior to the
survey, taking into account the condentiality, voluntariness, and privacy
of participants.
3. Results
According to the demographic characteristics and prole of the
students at the beginning of the study, there were 115, however, 104
participated, the average age of those involved was 19 years with a range
between 18 and 20 years, women represented 65.3% of the total sample,
compared to men with 34.6%, with a ratio of 1.9 to 1.
Regarding the technical skills that students acquired through the
application of the Problem-Based Learning methodology in teaching
Physiology , we observe in Table 1, after the evaluation on scales from 1 (a
lot) to 4 (nothing), the following statistical data.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
449-462
Table 1. Technical skills acquired through PBL by 101 students of the
Physiology course of the medical degree, Azogues 2023
VARIABLES
A lot Enough Bit Nothing
No. %No. %No. %No. %
I see my eld of
study from a broader
perspective
34 32.7 62 59.6 8 7.7 0 0
I develop the capacity
for analysis, synthesis
and evaluation
29 27.9 58 55.8 16 15.4 1 1
Develop the ability to
learn on your own 35 33.7 51 49 17 16.3 1 1
Need to learn 60 57.7 36 34.6 8 7.7 0 0
Facilitates organizing
ideas 32 30.8 50 48.1 22 21.2 0 0
Development
of creative and
intellectual capacity
40 38.5 52 50 12 11.5 0 0
Source: Authors , (2023).
Regarding student opinions after the implementation of PBL, the
average score for the six assessed competencies was 1.77 overall. Similarly,
there was a high component of the need to learn, with 57.7% of students
acquiring competencies after the implementation of PBL. 32.7% of
participants viewed the eld of physiology from a common perspective,
with an average score of 1.75 and a SD of 0.58. However, 88.5% of students
felt that they developed a creative and intellectual capacity when studying
the subject by applying this method, which was between a lot and enough.
Furthermore, in general terms, we could indicate that more than
90% of the participants, after applying the methodology, achieved a level
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
450-462
of prociency and knowledge regarding the skills acquired in the ability to
analyze, synthesize, evaluate, self-learn, and organize study ideas. Of the
skills analyzed, it was determined that all students were familiar with and
had adopted, to some degree, acquired techniques related to the proposed
methodology. The method inuenced all participants except for 1%, who
lacked the ability to learn independently, in addition to having difculty
analyzing, synthesizing, and evaluating the material.
When analyzing the impact on the acquisition of methodological
skills that the application of PBL has generated in Physiology students
in the 104 students, greater acquisition of the ve skills was observed,
evaluated with a value 1 = a lot and followed by 2 = enough (scale between
1 and 4), in addition all students considered that the method helps to
develop the skills to some degree, since no one indicates the opposite (1.
nothing) except for 1.9% who did not develop the ability to solve problems,
as shown in table 2.
Table 2. Methodological skills acquired through PBL in 104 students of
the General Physiology Chair of the second cycle of the Medicine degree,
Azogues 2023
VARIABLES
A lot Enough Bit Nothing
No.%No. %No. %No. %
It helps us discover
knowledge for ourselves
that does not occur in
traditional or expository
methodology.
37 35.6 49 47.1 18 17.3 0 0
This methodology
motivates you to learn
more than traditional
methodologies.
35 33.7 55 52.9 14 13.5 0 0
Problem-solving skills 28 26.9 60 57.7 14 13.5 0 0
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
451-462
Motivation for learning 35 33.7 56 53.8 13 12.5 0 0
Facilitates collaborative
work 30 28.8 55 52.9 19 18.3 0 0
It facilitates playing an
active role in a learning
process compared to other
traditional-expository
methodologies.
32 30.8 57 54.8 15 14.4 0 0
Source: Authors , (2023).
The average of the 6 methodological competencies acquired was
1.83 with a SD of 0.6. These acquired competencies in order of frequency
from highest to lowest were the discovery of knowledge by ourselves is
sufcient or greater in 80% of respondents in relation to the traditional
or expository method, followed by others such as motivation for learning
(87.5%), problem solving (84.6%), facilitation of collaborative work
(81.7%), and facilitating the performance of an active role in 85.6% of cases
compared to other methodologies such as the traditional one.
However, another aspect observed is that 10% to 20% of individuals
are unaware or have little knowledge of the methodological skills acquired
through PBL.
After the analysis of the learning of participatory skills acquired
with PBL, as we see in table 3, it can be observed that students have a
predisposition to develop these skills greater than 80% in each of the items
presented with an average of 1.8 and a SD: 0.64, from highest to lowest it
was observed that feedback in students is necessary in the rectication
of deciencies that they felt existed in 90% of cases, it improved the
acquisition of values to real problems and interpersonal communication
in 8 9.5 % and 88.5% respectively, therefore, these participatory skills
acquired through the application of PBL in general can be characterized
by the high degree of impact on learning.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
452-462
Table 3. Qualication on the participatory skills acquired through PBL
in 101 students of the General Physiology chair of the second cycle of the
Medicine degree, Azogues 2023
VARIABLES
A lot Enough Bit Nothing
No. %No. %No. %No. %
Ability to work in an
interdisciplinary team 31 29.8 60 57.7 12 11.5 1 1
Dialogue within the team is
encouraged 36 34.6 53 51 14 13.5 1 1
Feedback is generated to
rectify deficiencies and take
advantage of identifying
strengths.
41 39.4 55 52.9 8 7 0 0
I acquire values based on
real problems 42 40.4 50 48.1 11 11.5 0 0
Interpersonal
communication is
encouraged
34 32.7 55 52.9 14 13.5 1 1
Source: Authors , (2023 ).
It is striking that 1% of the students did not acquire a form of
interdisciplinary work and therefore know nothing about this skill.
Undoubtedly, another controversial factor is the presence of students who
did not develop different competencies, such as teamwork, as 18.3% knew
little or nothing about these competencies. This was followed by team
dialogue, which accounted for 18.3%. It is concluded that teamwork is
difcult and did not help strengthen the harmony of these competencies.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
453-462
Regarding the last competencies presented, called personal, Table 4
tells us about the students’ opinion regarding the value they give to their
learning, placing it at a value of 2 as sufcient in most cases.
Table 4. Qualication on personal skills acquired through PBL in 101
students of the Chair of General Physiology of the Second cycle of the
Medicine Degree, Azogues 2023
VARIABLES
A lot Enough Bit Nothing
No. %No.%No. %No. %
Skills for personal
interaction, both
intellectual and emotional
32 30.8 59 56.7 12 11.5 1 1
Interpersonal relationship
skills 32 30.8 57 54.8 14 13.5 1 1
Tolerance to deal with
ambiguous situations 33 31.7 60 57.7 9 8.7 2 1.9
Reflective thinking skills 39 37.5 55 52.9 9 8.7 1 1
Critical thinking skills 37 35.6 57 54.8 10 9.6 0 0
Source: Authors , (2023).
Similarly, the students’ opinions regarding the acquisition of skills
indicated that 19.6% tolerated facing ambiguous situations, followed by
15.4% regarding interpersonal skills. Meanwhile, the skills acquired after
PBL for personal interaction, both intellectual and emotional, and those
of reective thinking and critical thinking were found between 12% and
14.4% who did not develop personal skills in this group of students.
There is a 2.4 to 1 ratio of students’ opinions of sufcient over much
regarding the ability to tolerate dealing with ambiguous situations, and
the same trend was similar to the previous one with a ratio greater than
1.5 (sufcient/much).
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
454-462
4. Discussion
We can start by stating that problem-based learning has had a great
impact on the students participating in the study, since the vast majority
of them have acquired and know the technical, personal, participatory
and personal skills after incorporating this methodology as a learning
system, since most of them indicate that they know this process enough
or a lot and it has allowed a development in the eld of problem solving
compared to the traditional method of education (6, 7, 8).
The students who participated in the study were mostly female with
a ratio of 1.9 to 1 towards men, correlated with the study conducted by
Won et al. 2022 (8) in the nursing department, who determined in their
study that 78% of the participants were women in what refers to men and
with an average age of 21.45 years (SD 0.86), while in the present study the
average age was 18 years, in the same way the participating students were
from the second cycle of physiology of the medical career, in contrast to
the study carried out by Ibrahim et al. 2018 (9) in medical students of the
same academic cycle and third.
The skills acquired with the process of Problem Based Learning
especially in the eld of medicine and that has been accepted worldwide,
allows perceived advantages such as seeing the method as something
broader in the acquisition of knowledge, organizing ideas, developing
creative and intellectual capacity allows the student to know much or
enough about the process, improving knowledge retention, integration of
scientic skills in the basic clinical eld, development of communication,
the creation and improvement of critical thinking as indicated and being
able to create their own knowledge and lifelong learners (7).
It has been determined that problem-based learning allows the
acquisition of skills in the development of technical, methodological,
participatory and personal competencies as evidenced in this work,
which is corroborated by Gil- Galvan (10) who in his study on the use of
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
455-462
problem-based learning in university teaching determined that there
is a positivism and acceptance of this methodology in relation to the
acquisition of knowledge, based on real problems (p = 0.08), the need to
learn, organize ideas (p = <0.05).
Problem-Based Learning is an instrument that facilitates problem
solving and becomes an active methodology, as it allows for the
improvement of personal skills such as self-direction in the learning
process and critical reection as indicated (11). Then we can indicate
that this methodology allows for sound, deep learning that positively
inuences the performance of each individual, so much so that in the
study presented, these positive skills have allowed it to be a facilitating
vehicle and thus subsequently be applied in the professional eld.
Motivation, the acquisition of knowledge and resolutions of events in
specic situations are technical skills that are acquired during the process
of the methodology studied and have allowed the good judgment of the
students to be able to nd solutions to meet the objectives and become
judicious, since the strengthening of these skills in medicine improves the
results (8).
A study conducted by Al Ansari et al. (2021) on the acquisition of
condence and knowledge in medical students established that, in
279 nal-year medical students, 13% of the students were condent in
performing the procedures, 15% had the ability to recognize alarming
signs, 20% adequately assessed blood tests, thus the students indicated
that the teaching method under consideration allowed an adequate
development of skills (6).
Aldayel et al. (2019) in their review of medical student perception
of the problem-based learning method in 259 students, had a positive
perception, as their knowledge in basic sciences increased (P = 0.03),
however, they indicate that the method must be carried out properly,
as they felt that the teacher was not prepared to do so and there were
limitations in its applicability, only 26.3% considered that there was
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
456-462
adequate applicability, thus the present study identied that 82.7% of the
students indicated that they knew between enough and a lot, to discover
the different competencies (12).
PBL allows the development of “benecial skills such as improved
communication, teamwork, presentation skills and critical evaluation,
independent learning and improved clinical skills” (15) as it is benecial
for students as demonstrated by the present study, where students
indicate that they know enough about collaborative work skills and
communication skills and much more than 80% of the cases surveyed
after the application of this methodology.
In a systematic review carried out by Ghani et al. (2021) they
evaluated affective learning behavior and within them are condence,
intrinsic empowerment and functional skills, in relation to critical
empowerment students have several roles such as being a leader, writer,
editor or any role that helps improve the performance of collaborative
work, in addition they have to be diligent and self-critical with the sole
purpose of determining if the objectives set are being met and being able
to nd solutions when posing problems (14).
The work carried out by Gomez - Millan et al. (2019) (15) identies that
the students improved in the results related to the skills of collaborative
work, information synthesis, ability to organize, teamwork has allowed
the student to have the ability to create and argue the entire development
of the work process.
Ates et al. (2011) (16) described the evolution of engineering students
on PBL, as they showed that there was an increase in condence in the
process itself, it improved essential skills in problem solving, it promoted
the culture of self-learning over the years, as it taught them to think,
understand and deal collaboratively, and above all they developed critical
thinking in problem solving.
Feedback to rectify deciencies is seen as a process known by
students, since they indicate their relationship to interpret them as
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
457-462
sufcient or much (90%), in the systemic review carried out by Ghani et
al. (14) they determined that it is an important parameter in the strengths
of knowledge, since carrying out an analysis of the results obtained also
helps to strengthen the learning process.
Improving knowledge based on the problems posed has allowed
for productive discussions and in this way provides the acquisition of
knowledge, strengthens dialogue, thinks and thus improves cognitive
skills, the present study observes and communicates that they beneted
from the method, since more than 90% of the participants mark the process
as sufcient and much, data that are corroborated by Shimizu et al. (2019)
(17) in their study of 96 participants in the development of PBL concluded
that group discussions were signicant and acquired knowledge with
higher scores and self-directed learning.
Personal skills are presented as a less favorable result, showing
that there is a signicant group, since they value it as something less
than little, in this way it is understood that it is not favorable, despite this
circumstance there is a crucial group of students who know enough or a
lot about the acquired skills and is subject to the studies carried out by
other authors such as Tadesse et al., Gil-Galván and Contreras et al. (7, 10,
18).
Critical thinking, as a quality of human beings , is inuenced by
learning pedagogy, the individual is able to solve the problems that arise
daily, making coherence in each resolved process and not having problems
in decision making (19).
5. Conclusions
It was found that after implementing PBL, more than 80% of the
participating students’ technical, methodological, participatory, and
personal skills were strengthened, making it a superior method compared
to other methods, such as traditional methods. It contributes to knowledge
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
458-462
generation, problem-solving, decision-making, fosters critical thinking,
and helps solve challenges. In order to create professionals with skills and
competencies capable of proposing solutions that guarantee an adequate
quality of life for the general population, it is therefore important to
plan new strategies for the development of higher education that convey
information accurately and with the participation of learners.
6. Contribution of the authors
MVUR: Data collection and analysis of results.
KMPL: Final review of the article.
RMCP: Discussion development.
JRRA: Discussion development.
7. Acknowledgments
With esteem and appreciation, we would like to extend our deepest
gratitude to those who made this publication possible, those who have
always been inspiration, support, and strength. Especially to God, parents,
and children. To Dr. Alberto Saquicela for his support in this research,
and to the students of the Catholic University of Cuenca who participated
in this study.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
459-462
8. References
1. Sistermans IJ. Integrating competence-based education with a
case- based or problem-based learning approach in online heal-
th sciences . Asia Pacic Educ Rev. 2020 Dec 1;21(4):683-96. DOI:
https:/doi.org/10.1007/s12564-020-09658-6
2. Good PM. Problem-based learning (PBL) and critical thinking
skills: a binding relationship? Interuniversity Electronic Journal
of Teacher Training. April 10, 2018; 21(2):91-108. DOI: https://doi.
org/10.6018/reifop.21.2.323371
3. Trullàs JC, Blay C, Sarri E, Pujol R. Effectiveness of problem-based
learning methodology in undergraduate medical education : a
scoping review . BMC Med Educ . February 17, 2022;22(1):104. DOI:
https://doi.org/10.1186/s12909-022-03154-8
4. Yanamadala M, Kaprielian VS, O’Connor Grochowski C, Reed T,
Hein MT. A problem-based learning curriculum in geriatrics for
medical students . Gerontology & Geriatrics Education . 2018 Apr
3;39(2):122-31. DOI: https:/doi.org/10.1080/02701960.2016.1152268
5. Gil-Galván R, Martín-Espinosa I, Gil- Galvan FJ. University stu-
dents’ perceptions of skills acquired through problem-based lear-
ning. Education XX1 [Internet]. 2021 [cited October 23, 2022];24(1).
DOI: https://doi.org/10.5944/educXX1.26800
6. Al Ansari M, Al Bshabshe A, Al Otair H, Layqah L, Al- Roqi A, Ma-
suadi E, et al. Knowledge and Condence of Final- Year Medical
Students Regarding Critical Care Core- Concepts , a Comparison
between Problem-Based Learning and a Traditional Curriculum
. Journal of Medical Education and Curricular Development .
January 1, 2021;8. DOI: https:/doi.org/10.1177/2382120521999669
7. Tadesse SG, Tadesse DG, Dagnaw EH. problem based learning
approach increases the academic satisfaction of health science
students in Ethiopian universities : a comparative cross sectional
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
460-462
study . BMC Med Educ . May 1, 2022;22(1):334. DOI: https://doi.
org/10.1186/s12909-022-03397-5
8. Wong FMF, Kan CWY. Online Problem-Based Learning Interven-
tion on Self-Directed Learning and Problem-Solving through
Group Work : A Waitlist Controlled Trial. International Jour-
nal of Environmental Research and Public Health . January
2022;19(2):720. DOI: https://doi.org/10.1186/s12909-022-03397-
510.3390/ijerph19020720
9. Ibrahim ME, Al- Shahrani AM, Abdalla ME, Abubaker IM, Mo-
hamed ME. The Effectiveness of Problem-based Learning in Ac-
quisition of Knowledge , Soft Skills During Basic and Preclinical
Sciences : Medical Students ‘ Points of View. Acta Inform Med
. June 2018;26(2):119-24. DOI: https://doi.org/10.5455/objeti-
vo.2018.26.119-124
10. Gil-Galván R. The use of problem-based learning in university
teaching. Analysis of acquired competencies and their impact.
Mexican Journal of Educational Research. March 2018;23(76):73-
93. Available at: http://www.scielo.org.mx/scielo.php?script=s-
ci_arttext&pid=S1405-66662018000100073&lng=es&nrm=iso
11. Lozano-Ramírez MC. Problem-Based Learning in University
Students. Pedagogical Trends. 2021;37:90-103. DOI: https://doi.
org/10.15366/tp2021.37.008
12. Aldayel AA, Alali AO, Altuwaim AA, Alhussain HA, Aljasser KA,
Abdulrahman KAB, et al. <p> Problem-based learning : medical
students&rsquo ; perception toward their educational environ-
ment at Al-Imam Mohammad Ibn Saud Islamic University </p>.
AMEP. February 26, 2019;10:95-104. DOI: https://doi.org/10.2147/
AMEP.S189062
13. Burgess A, Roberts C, Ayton T, Mellis C. Implementation of modi-
ed team-based learning within a problem based learning medical
curriculum : a focus group study . BMC Medical Education . 2018
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
461-462
Apr 10;18(1):74. DOI: https://doi.org/10.1186/s12909-018-1172-8
14. Ghani ASA, Rahim AFA, Yusoff MSB, Hadie SNH. Effective Lear-
ning Behavior in Problem-Based Learning : a Scoping Review
. MedSciEduc . June 1, 2021;31(3):1199-211. DOI: https://doi.
org/10.1007/s40670-021-01292-0
15. Gómez-Millán B, Rocío M. Development of competencies by PBL
and evaluation with rubrics in the group work in Higher Educa-
tion . [cited April 14, 2023]; Available at: https://core.ac.uk/dis-
play/395661791?source=2
16. Ateş Ö, Eryilmaz A. STRENGTHS AND WEAKNESSES OF PRO-
BLEM-BASED LEARNING: STUDENTS’ AND TUTORS’ PERSPEC-
TIVES. July 3, 2011;0. Available at: https://www.researchgate.net/
publication/279682118_STRENGTHS_AND_WEAKNESSES_OF_
PROBLEM-BASED_LEARNING_STUDENTS’_AND_TUTORS’_
PERSPECTIVES
17. Shimizu I, Nakazawa H, Sato Y, Wolfhagen IHAP, Könings KD. Does
blended problem-based learning make Asian medical students
active learners ?: a prospective comparative study . BMC Medical
Education . 2019 May 15;19(1):147. DOI: https://doi.org/10.1186/
s12909-019-1575-1
18. Contreras-Rodríguez VA, Madueña -Molina J, Mazo-Sandoval MC,
Ruiz-Xicoténcatl J, Hernández-Reyes M de la L. Development of
critical thinking in medical students through problem-based lear-
ning. Rev Med UAS. June 27, 2022;12(2):89-96. DOI: http://dx.doi.
org/10.28960/revmeduas.2007-8013.v12.n2.002
19. Manuaba IBAP, Yi-No, Wu CC. The effectiveness of problem ba-
sed learning in improving critical thinking , problem-solving and
self-directed learning in rst-year medical students : A meta-
analysis . PLOS ONE. Nov 22, 2022;17(11):e0277339. DOI: https://
doi.org/10.1371/journal.pone.0277339
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Problem-based learning program for the development of competencies of
physiology students of the Faculty of Medicine of the Catholic University
of Cuenca, Azogues, 2023
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a123
462-462
Copyright (c) 2025 Marco Vinicio Urgilés Rivas, Kerly Monserrath Pinos
Larrea, Rosa María Campoverde Peralta, Jorge Roberto Rodas Andrade.
This text is protected by a Creative Commons 4.0 license.
You are free to Share — copy and redistribute the material in any
medium or format — and Adapt the document — remix, transform, and
build upon the material — for any purpose, even commercially, provided
that you meet the following condition:
Attribution: You must give appropriate credit to the original work,
provide a link to the license, and indicate if changes have been made. You
may do so in any reasonable manner, but not in any way that suggests that
you are endorsed by or afliated with the licensor.
License summary — Full text of the license
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 49 -49
Copyright (c) 2025 Faicán Rocano Pedro Fernando, Dután Pérez Ibelice Salomé,
González González Camila Raquel, Matute Aguiar Joselyn Nayeli, Rodríguez Ver-
dugo Alejandra Valentina.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cualquier medio
o formato — y Adaptar el documento —remezclar, transformar y crear a partir del
material— para cualquier propósito, incluso para nes comerciales, siempre que
cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada, propor-
cionar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo
en cualquier forma razonable, pero no de forma tal que sugiera que tiene el apoyo
del licenciante o lo recibe por el uso que hace de la obra.
Resumen de licencia - Texto completo de la licencia
