Strengthening health education in higher learning through Syllabus design

Abstract

In the field of health-related sciences, the learning and teaching process presents a complex challenge. Effectively integrating clinical, ethical, and emotional knowledge requires adaptation tothedifficultiesthatthecontentstendtobringbybeingabstract,andapplyingthisknowledgein practical settings can lead to student demotivation due to the lack of immediate results, posing a challenge for pedagogical strategies and emphasizing the need for critical reflection, resilience, and professional commitment.This article analyzes an educational experience from the course “Neurorehabilitation under the BobathConceptforAdults,”partoftheKinesiologyDegreeProgramatUniversidadSantoTomás, specificallyattheAntofagastacampus.Theprogramlackedasyllabustool,sotheprimarygoalis to assess the impact of a syllabus as a means to enhance the teaching-learning process within a complexuniversityclinicalcontext.Amixed-methodsapproach,whichcombinesquantitativeand qualitative research, was utilized, following an action-research framework that included initial diagnostics, design, and validation with academic authorities.The main findings are associated with pedagogical implications and how these transform or reaffirm active practices in higher education teaching within the fields of health or neurorehabilitation, directly related to the impact of syllabus design on student motivation and performance.Inaddition,thestudyevidencesitscontributiontothecompetenciesacquiredorthe gapsaddressed,whichprovidedpracticalrelevancetotheresearchwithinthespecificeducational field. The instrument was highly valued by the academic staff, who highlighted its clarity, methodological coherence, and pedagogical relevance.