Background:

The development of cognitive independence in the students of the Medicine career can contribute to the formation of a more independent professional capable of facing situations in their context of action, in close relation with the profile of the professional.

Objective:

To diagnose the insufficiencies in the development of the cognitive independence in students from the Medicine career at the Sancti Spíritus University of Medical Sciences.

Methodology:

A cross-sectional descriptive study at the Sancti Spíritus University of Medical Sciences was carried out, taking as a population the professors who teach the Pathological Anatomy subject and 38 students in the 2nd year of the Medicine course from 2015 to 2016 academic year. Methods of the theoretical, empirical and statistical level were used with mathematical procedures, to measure the variable performance of students and teachers the scale of Always, Sometimes and Never for students was used and of Nothing, Little, In some measure, Much and Too much for the teachers.

Results:

It was observed that 24 students were in the low level and they presented difficulty in the orientation, search of the procedure and critical assessment in the solution of the integrating teaching task. Twelve students were in the middle level and presented some difficulties in the solution of the task and other 12 in the high level who solved the teaching task with total independence.

Conclusions:

There are insufficiencies in the students, related to the orientation, selection of procedures and issue of personal criteria for the solution of the integrating teaching task, and in the teachers with the application of methods to stimulate the cognitive independence of the students.

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