Estrategia didáctica: factores de riesgo, aprendizaje significativo para estudiantes de Ciencias de la Salud en el Trabajo, Universidad de Guadalajara, Jalisco, México

When there is an interaction between what has been learned in the classroom and the new knowledge acquired in a real space, it is said that the student achieves significant learning. In this study, the technical visit is proposed as a didactic strategy for the postgraduate students of the Master's Degree in science Health in the work of the University of Guadalajara Jalisco, Mexico, to recognize and identify the risk factors for the health of the workers in a company through meaningful learning. The design of the technical visit is based on the didactic interaction model that incorporates real-world situations. A structure is provided for technical visits to work centers, including the characterization, planning and development of the visit that culminates with a technical report, which can be used as an integrating product of the learning unit. It is concluded that when the teacher designs didactic strategies that formulate with several techniques or specific activities, which are carried out on the site of the action, these allow the student to make a self-assessment of what was learned in the classroom and what is observed on the site. In addition, the technical visit promotes creativity based on knowledge of current labor legislation to identify risks and recommend good practices in work spaces, motivates students to extend their own knowledge, so it turns out to be an apprenticeship more significant for them.