Evaluación del proceso docente educativo en la carrera de medicina Evaluation of the educative - teaching process in medical major
Abstract
Se realizó una investigación en la acción, teniendo como objetivo evaluar el proceso docente educativo en la carrera de Medicina, en la Sede Universitaria Municipal (SUM) de salud Los Palacios durante el curso 06 - 07. Se utilizaron métodos de tipo observacional, encuestas, entrevistas, y grupo nominal, para identificar los problemas, y trazar una estrategia de cambio además se utilizaron datos del cumplimiento del Plan Docente Metodológico, del balance anual de docencia, así como resultados docentes en los estudiantes; una vez obtenidos los datos, se identificaron 15 problemas y en una etapa posterior se priorizaron, participando profesores y estudiantes, aplicando el método de ranqueo y analizando las fuerzas interactuantes a través de la matriz DAFO, quedando las siguientes prioridades: poco hábito de estudio en estudiantes, escaso fondo de tiempo de profesores que comparten la labor asistencial con la docencia, pocos facilitadores en asignaturas difíciles, pocos hábitos de educación formal, pocas PC instaladas por proyecto de cables, finalmente se confecciona un Plan de acción para dar solución a los problemas planteados.
Palabras clave: Estudiantes de Medicina, Evaluación Educacional, Docente.
ABSTRACT
An action research was carried out aimed at assessing the educative-teaching process in the medical major at Municipal University Health Venue, Los Palacios, Pinar del Río, during the academic course 2006-2007. Observational method, surveys, Interviews and the creation of a nominal group were used to identify the main problems to follow a new strategy. Besides; data about the fulfillment of Methodological Teaching Plan, the balance of the annual teaching process and the results medical students obtained were recorded. Once all data were processed, 15 problems were identified and on a further stage students and professors helped to establish priorities. The Ranking Method. was used and the Interactive forces were analyzed using DAFO matrix, stating the following: lack of study habits, lack of time for professors who share medical assistance and teaching activities, not enough number of facilitators teaching subjects of great complexity, lack of Formal Education and not enough PCs using the project of wire installation. Finally, the creation of an action plan to give solutions to the problems was decided.
Key words: Medical Students, Educational Evaluation, Teaching.
Downloads
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/
