El razonamiento por contraste en la educación médica contemporánea: bases lógicas para el aprendizaje clínico
Palabras clave:
aprendizaje; bases del conocimiento; competencia clínica; educación médica; razonamiento clínico; Keywords: learning; knowledge bases; clinical competence; education, medical; clinical reasoningResumen
Introducción: la educación médica contemporánea está llamada a formar profesionales competentes, capaces de interpretar críticamente la complejidad de los fenómenos clínicos, donde el razonamiento por contraste (razonamiento contrastivo), un recurso fundamental que potencia el juicio diagnóstico.
Objetivo: valorar el impacto del razonamiento por contraste como fundamento lógico del aprendizaje clínico en la educación médica contemporánea.
Método: se realizó una revisión narrativa estructurada de la literatura científica, con procedimientos organizados de búsqueda, selección, extracción y valoración crítica. Se consultaron bases de datos biomédicas y multidisciplinarias y se efectuó una síntesis cualitativa de 20 fuentes seleccionadas.
Resultados: la literatura revisada converge en la importancia del diagnóstico diferencial, la comparación de hipótesis, la metacognición, la reevaluación de información y el pensamiento crítico en el razonamiento clínico. Estos elementos son compatibles con la propuesta conceptual de razonamiento por contraste, aunque la revisión no identifica este término como un constructo homogéneamente definido.
Conclusiones: el contraste puede considerarse una dimensión conceptual útil para integrar procesos de comparación, reevaluación y diferenciación presentes en el razonamiento clínico. Su valor como propuesta específica de enseñanza requiere validación empírica adicional.
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Derechos de autor 2026 Rogelio Bermúdez Sarguera, Raúl Alejandro Montes de Oca Celeiro, Víctor Ernesto Quevedo Mora , Aylin Pentón Quintero
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
