Educación Médica Superior

Global medical education with global health in mind

Promotion about Zika virus disease through medical education

Perception about the usefulness of critical reading in postgraduate medical research learning

The users' willingness to participate in the clinical internships of the major Medical Technology of the University of Chile

Curriculum evaluation by Phonoaudiology students of the University of Concepción, Chile

Modification of knowledge about environmental education in the major Hygiene and Epidemiology

Systematic practice of job training in comprehensive health care from the subject Psychology I

Quality management experiences in the Marxism-History department of Finlay-Albarrán Medical School

Usefulness of the subject Philosophy and Society for the medical graduates

Perception and factors associated to dissatisfaction that physicians and recent graduates have about their thesis advisors, Lima-Peru

Health students' perceptions about the implementation of the generic macro-competences

Peer review as a training assessment in a postgraduate course about scientific publication

Assessment of m-learning in the process of health students' learning

Elective course on Environment and Health

The human capacities from the personologic perspective of the competent profesional

La universidad contemporánea tiene un encargo social fundamental, egresar profesionales que resuelvan con integridad, independencia y creadoramente los problemas que se le presenten en el ejercicio de su actividad laboral, de ahí que el proceso de formación profesional en la actualidad exige de una conducción que tenga en cuenta como requisitos básicos; el carácter sistémico y dinámico de la educación y la consideración, como componente curricular rector, de las competencias en la solución de los problemas profesionales que deben ser resueltos por el futuro egresado. Con ese fin se precisan elementos conceptuales de las competencias. Esta realidad impone un reto a la dirección del proceso enseñanza aprendizaje y por tanto a sus actores principales: profesores y estudiantes, ya que la asimilación de los contenidos por el que aprende debe estar en función del desarrollo de las competencias previstas en el perfil profesional, ello exige una gestión docente a partir de métodos formativos innovadores, que propicien el desarrollo del pensamiento teórico-sistémico, crítico y creativo, en íntima relación con los valores y ética de trabajo, como condiciones esenciales en el proceso de la formación y/o consolidación de las competencias profesionales.

The contemporary university has a fundamental social aim: graduate professionals who may solve the problems appearing in their working activity with integrity, independence and creatively; therefore, the professional training process currently demands a conduction that considers, as basic requirements: the systemic and dynamic character of education and consideration, as the curricular component governing the competences in profesional problems solution as it should be done by the future graduate. With this aim, the conceptual elements of the competences are specified. This reality represents a challenge to the teaching-learning process direction, and thus to its main players: professors and students, since the students' assimilation of contents should be in function of the development of the competences foreseen in the profesional profile; this demands a teaching management from innovative training methods that permits the development of the logic-systemic, critic and creative thinking, in close relation with the values and ethics of work, as essential conditions in the process for building and consolidating the professional competences.

Values formation. Ethical and technologic concepts, methods and strategies