The teaching-learning process of the subject Histological Basic Techniques II of the specialties Histology, Embryology and Anatomy
Keywords:
Medical education, Teaching, Learning, Professional education.Abstract
Introduction: for some years now a progressive demand has been perceived for the improvement of the teaching-learning process of the histological basic techniques, which is recognized with the aim at facilitating the course through the basic sciences to the clinical sciences.Objective: to assess the systemic approach of the teaching-learning process of the subject Histological Basic Techniques II, its correspondence with the objectives and its contribution to the professional performance as a specialist.
Material y methods: qualitative pedagogical research. The study used the whole faculty of the specialty Histology and Embryology, made up by proper specialists of these specialties (7) and (10) of Anatomy and Pathology, for a total number of 17 professor, 5 students of the specialty Histology, Embryology (5) and Anatomy and Pathology (10), for a total of 20 students, intentionally chosen. Study supported by the dialectical materialistic method, in order to direct the use of methods at theoretical level, of the empirical level and of the statistic level.
Results: taking into account the opinion of the surveyed students, 15 (75%), they do not recognize elements that contain the definition of histological knowledge, 18 students (88.2%) consider that the teaching aids are insufficient for the development of professional skills, 75% of the students (15) consider the need for integrating the knowledge provided by this sciences for their professional improvement in the social and working status.
Conclusions: the need is evinced for the systemic approach of the teaching-learning process of the subject Histological Basic Techniques II, with an adequate integration of that process’s components.
Downloads
References
1. Caraballo Colmenares R. La Andragogía en la educación superior. Investigación y Postgrado[internet]. 2007[citado mayo 2015]; 22(2). Disponible en: http://www.scielo.org.ve/scielo.php?pid=S1316-00872007000200008&script=sci_arttext
2. Suárez J, Maiz F, Meza M. Inteligencias múltiples: Una innovación pedagógica para potenciar el proceso enseñanza aprendizaje. Investigación y Postgrado[internet]. 2010[citado mayo 2015]; 25(1). Disponible en: http://www.scielo.org.ve/scielo.php?pid=S1316-00872010000100005&script=sci_arttext
3. Pupo Ávila NL, Pérez Perea L, Alfonso García A, Pérez Hoz G, González Varcálcel B. Aspectos favorecedores y retos actuales para la misión de la Universidad de Ciencias Médicas Cubana. Educ Med Super[revista en la Internet]. 2013 mar[citado 2015 mayo 06]; 27(1): 112-122. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412013000100014&lng=es
4. Cuba. MINSAP. Plan de estudio de la especialidad de Histología. La Habana: Instituto Superior de Ciencias Médicas de la Habana, Instituto de Ciencias Básicas y Pre clínicas Victoria de Girón; Septiembre 2000.
5. Poveda Polo A. Los objetos de aprendizaje: aprender y enseñar de forma interactiva en biociencias. ACIMED[Internet]. 2011[Citado marzo 2014]; 22(2). Disponible en: http://www.acimed.sld.cu/index.php/acimed/article/view/149/120
6. Salas Perea RS. Propuesta de estrategia para la evaluación del desempeño laboral de los médicos en Cuba. Educ Med Super[revista en la Internet]. 2010 sep[citado 2014 jul 06]; 24(3): 387-417. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412010000300011&lng=es
7. Carreño de Celis R, Salgado González L, Fernández Oliva B, Alonso Pardo ME. Factores que intervienen en el proceso de formación de los profesionales universitarios de la salud. Educ Med Super[revista en la Internet]. 2009 sep[citado 2014 jul 06]; 23(3). Disponible en: http://bvs.sld.cu/revistas/ems/vol23_3_09/ems08309.htm
8. De la Parte-Pérez MA, Hurtado P, Bruzual E, Brito A, Navarro P, Arcay L. Estudio de la histología y la histopatología como modelo integrador en el proceso de enseñanza-aprendizaje. RFM[revista en la Internet]. 2009 dic[citado 2015 jul 06]; 32(2): 90-95. Disponible en: http://www.scielo.org.ve/scielo.php?script=sci_arttext&pid=S0798-04692009000200002&lng=es
9. Samar. Histología humana clínicamente orientada: Tejidos y sistemas. 3 edición. Córdoba: Ed. Seis C; 2010.
10. Salas Perea RS. Propuesta de estrategia para la evaluación del desempeño laboral de los médicos en Cuba. Educ Med Super[Internet]. 2010 sep[citado 2013 abr 04]; 24(3): [Aprox. 60 p.] Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S086421412010000300011
11. Añorga Morales J. Pedagogía y estrategia didáctica y curricular de la educación Avanzada. La Habana: ISPEJV; 2005
12. Vidal Ledo M, del Pozo Cruz CR. Medios de enseñanza. Educ Med Súper[revista en la Internet]. 2006 mar[citado marzo 2014]; 20(1). Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S08621412006000100009&lng=es
13. Iglesias Ramírez, Belén Z, Rodríguez Pérez I, Pomares B, Eduardo de J. Modelos de Órganos, Histología I, Células y Tejidos[Libro digital]. La Habana: 2009.
14. Leontiev A. Actividad, Conciencia y Personalidad. La Habana: Pueblo y Educación; 1981.
Published
How to Cite
Issue
Section
License
Authors who have publications with this journal agree to the following terms: Authors will retain their copyrights and grant the journal the right of first publication of their work, which will be publication of their work, which will be simultaneously subject to the Creative Commons Attribution License (CC-BY-NC 4.0) that allows third parties to share the work as long as its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g.: deposit it in an institutional telematic archive or publish it in a volume). Likewise, and according to the recommendations of the Medical Sciences Editorial (ECIMED), authors must declare in each article their contribution according to the CRediT taxonomy (contributor roles). This taxonomy includes 14 roles, which can be used to represent the tasks typically performed by contributors in scientific academic production. It should be consulted in monograph) whenever initial publication in this journal is indicated. Authors are allowed and encouraged to disseminate their work through the Internet (e.g., in institutional telematic archives or on their web page) before and during the submission process, which may produce interesting exchanges and increase citations of the published work. (See The effect of open access). https://casrai.org/credit/
