AGUSTIN VICEDO, Tomey. Knowledges integration in medical education. []. , 23, 4, pp. 226-237. ISSN 0864-2141.

Nowadays the importance of knowledge integration attainment in medical education is widely accepted. Nevertheless the lack of precision regarding the terminological and methodological aspects of such a relevant subject is contradictory. This situation has given rise to a misunderstanding that manifests itself in the components of the curriculum affecting consequently the development of intellectual skills by students. In the present paper a conceptual and methodological approximation to the challenging subject of knowledge integration is done. We propose an essential distinction between the objective and subjective sides of knowledge integration, their different methodological meaning, as well as the advantages and shortcomings of privileging one or the other in teaching practice. As conclusion we consider that knowledge integration, in its subjective side, is of paramount importance in the formation of health professionals and we propose some recommendation regarding this goal.

: Medical education; knowledge integration; curricular design.

        · |     · |     · ( pdf )