Salinas-Navarro, David Ernesto

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Preferred name
Salinas-Navarro, David Ernesto
Official Name
Salinas Navarro, David Ernesto
ORCID
0000-0002-7919-4885 orcid-logo
Scopus Author ID
57208908312

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    Implementing a challenge-based learning experience in a bioinstrumentation blended course
    (BMC, 2024)
    Santos-Díaz, Alejandro
    ;
    Montesinos, Luis
    ;
    Barrera-Esparza, María
    ;
    Perez-Desentis, Maria del Mar
    ;
    Salinas-Navarro, David Ernesto  
    Background: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. Methods: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. Results: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. Conclusion: This work provides an effective instance of CBL for BME education to improve students’ learning experience despite decreased resource efficiency. Our claim is supported by the student’s performance and the positive feedback from our industrial partner. © The authors, BMC Medical Education.
    Scopus© Citations 1  9
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    Challenge-Based Learning for Active Learning in Industrial Engineering Education
    (Emerald Publishing Limited, 2025)
    Palma-Mendoza, Jaime A.
    ;
    Salinas-Navarro, David Ernesto  
    ;
    Arana-Solares, Ivan A.
    ;
    Franco-Herrera, Froylan
    This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.
      23  21
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    Organisational Viability in Artisan Dairy Short Food Supply Chains: A Cybernetic Diagnosis Using the Viable System Model
    (MDPI AG, 2026)
    Salinas-Navarro, David Ernesto  
    ;
    Vilalta-Perdomo, Eliseo
    ;
    Michel-Villarreal, Rosario
    ;
    Cho, Ah-Reum
    Short food supply chains (SFSCs) for artisan dairy products promote rural development, cultural preservation, and consumer trust but face challenges not found in mainstream chains. This study focuses on queso Tenate, a traditional cow-milk cheese from central Mexico, and examines how its SFSC organisational structure influences its capacity to ensure food safety, quality consistency, market delivery, and viability. Using a single-case exploratory design, the study applies the Viable System Model (VSM) as a diagnostic framework to map systemic functions within an artisan dairy enterprise. Data were collected through VSM-informed interviews and observations of production and retail practices. The findings show that food safety, quality performance, and market delivery reliability are structurally mediated by systemic coherence, not product characteristics alone. While strong relational coordination and shared identity sustain viability, several functions—particularly coordination, audit, and intelligence—remain person-dependent. This study identifies structural implications for strengthening regulatory coordination and monitoring practices without undermining relational management or artisan identity. The primary contributions are as follows: (i) extending SFSC research through a systemic diagnosis of an artisan dairy chain in an emerging economy; (ii) linking VSM-based organisational study to food safety, quality consistency, and market performance; and (iii) positioning VSM as a conversational tool for SFSC viability. Limitations include the single-case design, reliance on qualitative data, and absence of longitudinal measurements. Future research should compare VSM applications across multiple SFSCs, integrate quantitative analyses, and explore its use as a management tool. The study highlights the role of systemic coherence in ensuring SFSC sustainability and cultural embeddedness. © The authors © MDPI.
      13  6
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    Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management
    (MDPI AG, 2025)
    Salinas-Navarro, David Ernesto  
    ;
    Vilalta-Perdomo, Eliseo
    ;
    Palma-Mendoza, Jaime Alberto
    ;
    Carlos-Arroyo, Martina
    This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. ©Los autores ©MDPI.
      21  12Scopus© Citations 2
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    Nanostore Sourcing Challenges and Opportunities in Latin America: Three Case Studies in Bolivia, Mexico, and Peru
    (Springer Nature Switzerland, 2026)
    da Silva-Ovando, Agatha Clarice
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    Salinas-Navarro, David Ernesto  
    ;
    Chong, Mario
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    Miranda, Pedro Rafael Amado
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    Moyano, Mariana
      1
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    Gamification and Self-Directed Learning
    (DECHEMA, 2020)
    Pacheco, Ernesto
    ;
    Palma, Jaime
    ;
    Salinas-Navarro, David Ernesto  
    ;
    Arana, Ivan
    Gamification is a learning technique that transfers game mechanics to the educational environment in order to achieve better learning results, change participants' attitudes towards the learning process, develop knowledge and student skills. One of the advantages of using gamification is that motivates students to investigate and design strategies in order to achieve a better performance in the game. There are many studies that highlight the different benefits of using gamification in the classroom, among some of these benefits gamification improves student participation, motivation and commitment, encourages more collaboration between students, increases content understanding, among others. On the other hand, it is necessary to understand that the paradigm of employers has changed. Companies today need more flexible people, with different skills, with the ability to "learn to learn". This skill is essential to cope with the complexity of interactions that people frequently face. This is why many companies prefer to have employees who manage their time and achieve results independently (without the direction of supervisors, trainers, or educators). Day by day it is more important that people develop the ability to acquire new skills, new knowledge and self-management. For the past two years, with other colleagues in the logistics area at our university, we have worked on designing a course based on an online game called Logistic Simulator (or LOST, for short). The intention of the game is that students can acquire knowledge in an easy and fun way. To improve their performance in the game, they must investigate and learn different topics of the course on their own, and even investigate content that is not found within the syllabus. This study aims to point out how gamification influences the student's perception of self-directed learning. The study shows that students significantly change their perception of some of the areas related to their participation and the degree of responsibility they have for their own learning, in particular, students improve their abilities in the search for information, autonomy and self-management. ©The authors, ProQuest.
      12Scopus© Citations 2