Universidad de La Sabana, Chía (Colombia)..
Rev Colomb Obstet Ginecol. 2023 Jun 30;74(2):163-174. doi: 10.18597/rcog.3994.
To examine the conceptual underpinnings of learning pyramids, their limitations and some proposed modifications, and to describe their utility.
Starting with a selection of pyramids based on whether graphic design was part of their original design and on their conceptual description, we examined the criticisms they have received and the modifications derived from those observations, and the use given to the pyramids most commonly used in medical education.
Five pyramids were included, namely, George Miller, Edgar Dale, Donald Kirkpatrick, Benjamín Bloom and Abraham Maslow. Pyramids describe different aspects of medical education evaluation, either of individuals or of training programs, including competencies, identity, reliability, learning, behavior, results, cognitive complexity and self-realization.
As theoretical models, the pyramids examined have contributed to support learning processes in health professions. Their practical utility extends to different specialties and education levels given that they can help faculty optimize curricular design, teaching and evaluation processes. It is important to conduct a local assessment of the effects on health science programs built on these theoretical models.
研究学习金字塔的概念基础、其局限性和一些提议的修改，并描述其效用。
从基于图形设计是否为其原始设计一部分以及基于其概念描述的一组金字塔开始，我们检查了它们所受到的批评以及从这些观察中得出的修改，以及在医学教育中最常使用的金字塔的使用。
共纳入了五个金字塔，即乔治·米勒、埃德加·戴尔、唐纳德·柯克帕特里克、本杰明·布鲁姆和亚伯拉罕·马斯洛。这些金字塔描述了医学教育评估的不同方面，无论是对个人还是对培训计划的评估，包括能力、身份、可靠性、学习、行为、结果、认知复杂性和自我实现。
作为理论模型，所检查的金字塔有助于支持卫生专业人员的学习过程。它们的实际效用扩展到不同的专业和教育水平，因为它们可以帮助教师优化课程设计、教学和评估过程。重要的是要对基于这些理论模型的健康科学课程的效果进行本地评估。
