Methodological strategy for improving tutor performance in the Hygiene and Epidemiology program

Abstract

Introduction: tutoring is an accompaniment process during student training carried out through personalized attention, representing one of the best means of promoting skill development that facilitates learning by competent teachers who contribute to improving their performance.

Objective: to design a methodological strategy for improving tutor performance in workplace education in the Hygiene and Epidemiology program at the University of Medical Sciences of Pinar del Río.

Methods: theoretical methods (historical-logical, analysis-synthesis, inductive-deductive), empirical methods (observation of 10 teaching activities, documentary review of programs and methodological guidelines), and statistical methods (descriptive statistics) were used. SWOT analysis was applied identifying weaknesses, threats, strengths, and opportunities in tutor performance.

Results: a methodological strategy structured in three stages was designed: preparatory (exchange workshop on regulatory documents and self-improvement system), methodological work cycle (methodological meeting, instructional methodological class, open class, and 30-hour face-to-face improvement course with three topics), and control (class visits, monthly adjustment workshops, and effectiveness assessment). The diagnosis identified insufficient methodological work, limited pedagogical knowledge, and lack of pedagogical skills in tutors.

Conclusions: the methodological strategy offers a variant to improve the teaching-educational process by contributing to the improvement of tutor teacher performance in pedagogy-didactics, assuming a methodological stance where methods, procedures, techniques, ways, means, and forms of organization guide action contents from a theoretical and practical conception, demonstrating feasibility, reliability, and practical relevance in the university context.