Regularities and Manifestations of the Teaching-Learning Process of Philosophy at Pinar del Rio University of Medical Sciences
Keywords:
Teaching, Philosophy, Education.Abstract
Introduction: teaching philosophy aims at the formation of an independent and creative thinking in students, as it allows a social-humanistic formation and that of a system of values, from the Marxist-Leninist conception about the humankind and the society from which they are capable of critically reflecting on the nature, the society and the human life itself.Objective: to identify the main regularities of the teaching-learning process in the subject Philosophy in the Medicine major at Pinar del Río University of Medical Sciences.
Methods: a study based on the dialectical-materialistic method was developed to find the logic enabling capturing the development trends and to determine the system of methods; so theoretical, empirical and statistical methods were employed, within the first one, the historical and logical methods were used, and also the systemic-structural and bibliographical review; and in the second group, surveys, interviews and observation were employed.
Results: these are manifested in the difficulties with the preparation of the course depending on the professional´s model and the inadequate understanding by students of the role of philosophy in the performance of health care professionals, dominance of reproductive presentation of the contents of the discipline in the practical activities and the use of the systemic and sequenced method, of teaching activities that meet the needs of professional training, poor exploitation of problem-based learning in the discipline´s teaching tasks for its use in practical activities. The methods do not correspond with means in teaching the discipline, with a systemic character. Conclusions: at Pinar del Río University of Medical Sciences, the teaching-learning process of Philosophy in the major of Medicine manifests shortcomings in the preparation of the discipline, because it does not systemically and inclusively tribute to professional´s model, which means a difficulty for the first year students in understanding the role of philosophy for their professional performance.
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