The student-professor pair: key components of the teaching-learning process
COMUNICACIÓN

 

The student-professor pair: key components of the teaching-learning process

 

Binomio estudiante-profesor: componentes claves del proceso enseñanza aprendizaje

 

 

Lourdes María García Yllán1, Indira López Gutiérrez2

1 "Carlos J. Finlay" University of Medical Sciences. Camagüey. Cuba. E-mail: illan.cmw@infomed.sld.cu
2 "Carlos J. Finlay" University of Medical Sciences. Camagüey. Cuba. E-mail: illan.cmw@infomed.sld.cu

 

 


ABSTRACT

The higher education has the social responsibility of forming graduates that are able to cope with the demands that the country needs in a close relationship with the socio-political characteristics or concrete national conditions of each society. Doctors are among these required professionals, historically recognized by their vocation and for their strict ethics code. The present article expects to communicate the level of satisfaction about the teaching-learning process that is developed in Camagüey University of Medical Sciences, through the assessment that the two personal components carry out: students and professors, what will set the base to continue strengthening high quality formative processes.

MeSH: Students, medical, faculty, medical, teaching-learning process, education, medical.


RESUMEN

La educación superior tiene la responsabilidad social de formar egresados que sean capaces de dar respuesta a las exigencias que demanda el país en íntima relación con las características socio-políticas o condiciones nacionales concretas de cada sociedad. Entre estos profesionales que se requieren se encuentra el médico, históricamente reconocido por su vocación y por su estricto código de ética. El presente artículo pretende comunicar el nivel de satisfacción acerca del proceso enseñanza aprendizaje que se desarrolla en la Universidad de Ciencias Médicas de Camagüey, a través de la valoración que realizan sus dos componentes personales: alumnos y profesores, lo que servirá de base para continuar fortaleciendo procesos formativos de calidad.

DeCS: Estudiantes de Medicina, docentes médicos, proceso docente educativo, educación médica.


 

 

In the medical education it corresponds to the university to carry out an essential role in the formation of health professionals that society demands. Although the student's participation is prominent in the teaching-learning process, the university professor should also be an educational model for them, so that both constitute a cardinal pair to reach a quality education.

In the teaching-learning process the student's participation is linked to the conception of a system of activities and teaching tasks that lead to the searching and reflexive analysis of nowledge, to its active putting into practice that are developed in the real service settings of the different formative spaces of the health system with emphasis in the Primary Health Care and in the pre-professional services, as well as in the extracurricular activities that complete its comprehensive formation1,2.

On the other hand, it corresponds to the professor to elevate its scientific-technical, professional and pedagogic level, to participate in upgrading programs and researching activities, in the production of publications and the acquisition of teaching ranks and scientific degrees. As a leader of the teaching-learning process its activity is oriented to achieve the conditions that facilitate the conscious assimilation of contents, the development of the individual responsibility in studies and the carrying out of teaching tasks where it plans, orients and controls work quality1,2.

In Camagüey University of Medical Sciences, a researching team was constituted with the objective of assessing the level of students and professors' satisfaction about the teaching learning process, what served as base to continue strengthening quality formative processes.

The following results were obtained:

Criteria given by the students:

  • They are motivated and they show concern to know the formative program and to acquire the necessary abilities for the development of their future profession, this is evidenced in the attitudes assumed by them where motivation, self-reflection and the utility of their actions play a decisive role.
  • They recognize the work of their professors and the effort that they carry out to elevate the scientific-pedagogic preparation.
  • They consider that the preparation of the professors is positive when using Communication and Information Technologies (CIT) and how they link theory and practice in the teaching activities, as well as the management of real or simulated clinical settings where they present problem solving situations that allow the development of their intellectual and creative thought, that´s indispensable for a good professional performance. This fact is of paramount importance since the problem-based learning is one of the didactic techniques that increase generic competitions compared to other strategies, and among the most favored ones are: the critical thought, learning self direction and team work3.
  • In the same way, they say that the professors carry out a correct orientation of the independent work for a proper learning, through the use of didactic guidelines, either digitally or printed. For this, it is indispensable that the professor, when imparting the specific contents of the discipline, only makes reference to core aspects avoiding redundant information.

Criteria given by the professors:

  • They showed full mastery of the study plan and the programs of their subjects. They consider very appropriate the correspondence between the objectives of the disciplines and the graduate´s profile.
  • They work in function of the fulfillment of the teaching-Methodological Work Plan.
  • They recognize that the pedagogic expertise constitutes the fundamental pillar for the appropriate direction of the student's cognitive activity and in general of the teaching process, when selecting in a correct way teaching forms, methods and the teaching aids, avoiding spontaneity and improvisation. For this reason they face a continuous scientific as well as methodological upgrading that contributes to the systematic improvement of the process.

The authors of this research paper consider meritorious to recognize that as a result of the carried out study it was verified the atmosphere of solidarity, companionship and mutual respect between students and professors, which favors fluency in the development of the didactic process and how this personal pair shows agreement with the fact that humanism, sensitivity, discretion, modesty, respect for human dignity, sincerity, honesty, humility, the internationalist vocation, discipline and the full devotion to creative work, as well as altruism, patriotism, among others, they constitute human values that cannot be absent in the current doctor's personality and as such they should be inculcated in each student.

Among the acquired experiences with this investigation is reaffirmed that the student has the main role in the process which coincides with contemporary tendencies based on the student centered learning; while, the professor from a mere knowledge transmitter becomes a facilitator of learning experiences for the attainment of the objectives comprised in a collaboration, relevance, and self direction context, with capacity to apply the scientific knowledge to concrete problems of life and with decision-making criteria and to carry out rational actions.

In the student centered teaching-learning model a great importance is given to the use of productive methods that contribute to develop habits and habilities. It is indispensable to guide the system of actions for the student to achieve appropriately that guarantees the necessary and enough behavior in the different subjects2,5,6.

The changes in role assumed by professors and students with the incorporation of the CIT to education must be kept in mind. Professors ceased to be the only source of knowledge for the student and they become facilitators, motivating learning who put the diverse educational technologies at the service of the student's training process, who needs to enlarge its self learning capacity, to strengthen the decision-taking and the election of teaching ways6,7. The use of CIT allows them to work in collectivity, to share information, to solve problems and to make decisions to achieve a grater quality learning form.

The medical education requires a widespread commitment to action. Each academic center should establish responsibility towards the well-being of the community, through researching, grading and an atmosphere of appropriate learning. The educational-assistance-researching process is not only an integrative concept or a systemic process that demands coordination and participation among the different elements, but also a strategy in the management and responsibility of all in the teaching and medical practice.

Finally, the authors of this research paper consider that in the teaching-learning process that is developed in the Medicine faculty of Camagüey University of Medical Sciences whose main results have been presented, its personal components: students and professors play a fundamental role and they complement each other in their actions in such a way that the first ones acquire the necessary abilities for their knowledge construction, the performance in their activity, their personal growth and comprehensive formation for the future professional practice, what allows to develop a quality responsible teaching.

 

BIBLIOGRAPHIC REFERENCES

1. Díaz Velis Martínez E, Ramos Ramírez R. Mirada reflexiva al pensamiento médico educacional del Dr. Fidel Ilizástigui Dupuy. EDUMECENTRO [Internet]. 2011 [citado 13 Jul 2014];3(3):[aprox. 12 p.]. Disponible en: http://www.revedumecentro.sld.cu/index.php/edumc/article/view/135/273

2. Tomé López O, Broche Candó JM, Mass Sosa LA, Nogueira Sotolongo M, Rivera Michelena N. La preparación profesoral en la impartición de la asignatura Morfofisiología Humana IV. Educ Med Super [Internet]. 2010 [citado 25 Sep 2014];24(2):[aprox. 9 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412010000200003

3. Olivares Olivares SL, Heredia Escorza Y. Desarrollo del pensamiento crítico en ambientes de aprendizaje basado en problemas en estudiantes de educación superior. RMIE [Internet]. 2012 [citado 25 Nov 2014];17(54):[aprox. 20 p.]. Disponible en: http://www.scielo.org.mx/pdf/rmie/v17n54/v17n54a4.pdf

4. Fernández Sacasas JA. El principio rector de la Educación Médica cubana: un reconocimiento a la doctrina pedagógica planteada por el profesor Fidel Ilizástigui Dupuy. Educ Med Super [Internet]. 2013 [citado 6 Nov 2013];27(2):[aprox. 11 p.]. Disponible en: http://scielo.sld.cu/scielo.php?pid=S0864-21412013000200011&script=sci_arttext

5. Sosa Morales DE. Reflexiones necesarias acerca de las didácticas general y especial en las ciencias médicas. EDUMECENTRO [Internet]. 2012 [citado 18 Sep 2014];4(3):[aprox. 8 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742012000300002

6. Reinoso Medrano T, Tamarit Díaz T, Pérez Hoz G. La formación de recursos humanos en salud necesarios para el mundo y los paradigmas vigentes. Educ Med Super [Internet]. 2012 [citado 10 Sep 2013];26(4):[aprox. 8 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412012000400015

7. López Espinosa GJ, Navarro Aguirre L, López Castellanos D, Rodríguez Hernández M, Quintana Mujica R, Rodríguez Cruz O. Satisfacción de los actores con el proceso de enseñanza-aprendizaje en el Proyecto Policlínico Universitario. EDUMECENTRO [Internet]. 2012 [citado 18 Sep 2014];4(2):[aprox. 9 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742012000200005&lng=es&nrm=iso&tlng=es

 

 

Submitted: December, 3 2014.
Accepted: September, 2 2015.

 

 

Lourdes María García Yllán. "Carlos J. Finlay" University of Medical Sciences. Camagüey. Cuba. E-mail: illan.cmw@infomed.sld.cu

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