Mederos CON, Hernández AJC, Romero DC, Castillo AMA

Language: Spanish
References: 14
Page: 53-60
PDF size: 103.21 Kb.

ABSTRACT

The meeting for exchange of knowledge was introduced in the higher medical education after the First National Meeting of Medical Sciences students. The use of this method is regulated by Instruction no. 12 of 1988 issued by the Educational Division of the Ministry of Public Health that was in charge of devising it.
Objective: to encourage the participation of all the students in a fraternal competition and broader knowledge of the contents of several subjects in the career.
Methods: since the 2007-2008 academic course, this type of meetings has been taking place in the 8th week of each rotation around the surgery setting, in which the residents act as simulators.
Results: there was observed an improvement of academic results of students in practical tests. The use of simulators is a latest topic in higher medical education; the use of residents to act as problem-based situation simulators, particularly in surgical acute abdomen, allows integrating undergraduate and graduate learning processes in a unique activity in addition to approaching the students to the active faculty.
Conclusions: the Integrating Meeting for Exchange of Knowledge is an important event for the academic process since it makes it possible to develop even more the skills and pieces of knowledge acquired by the students;additionally, the resident plays a fundamental role in acting as problem situation simulator, the fulfillment of educational and instructional objectives is reinforced and this meeting serves as a predictive factor of the final results in the rotation.

REFERENCES

1. Víctor Santiuste Bermejo. El aprendizaje nuevas aportaciones Rev Educ Med Sup. 2003;332:7-9.

2. Blanco Aspiazú MÁ, Blanco Aspiazú O, Hernández Díaz L. Método problémico en seminarios de propedéutica clínica. Educ Med Super [revista en la Internet]. 2011 Sep [citado 2011 Nov 24];25(3):326-33. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000300010&lng=es

3. Jesús A. Beltrán Llera. Estrategias de aprendizaje. Rev Educ Med Sup 2003;332:55-73.

4. Rogers C. Libertad y creatividad en educación en la década de los ochenta. Barcelona: Ediciones Paidos; 1992.

5. Donner RS, Bickley H. Problem-Based Learning in American Medical Education: an overwiev. Bull Med Libr Assoc. 1993;81(3):294-8.

6. Mc Tighe J, Schollenberger J. Why Teach Thinking? A Statement of Rationale. In: Costa A. (ed.). Developing Minds: A Resource Book for Teaching Thinking. New York: Alexandria VA; Association for Supervision and Curriculum Development; 1991.

7. Miras Martínez F, Vicente Castro F, Rubio Herrera R. Fundamentación psicológica del aprendizaje.Educ Med Super. 2003;332:11-31.

8. Robertson PA, Brown JS, Flanagan TA, Goldman ME, Learman LA, Stevens AE , et al. Am J Obstet Gynecol. 1997;176(6):1368-73.

9. Kaufman DM, Mann KV. Comparing student's attitudes in problem based and conventional curricula. Acad Med. 1996;71(10):1096-9.

10. Corona MLA, Fonseca HM, Figueiras RB, Hernández RY. Vinculación de los fundamentos filosóficos del método de simulación con la modelación como método científico general de investigación. Educ Med Super. 2002;16(3):204-310.

11. Salas Perea RS. La simulación como método de Enseñanza y aprendizaje. Educ Med Super. 1995;9(1).

12. Valverde GY, Valverde GO. Empleo del individuo como recurso para el aprendizaje. Educ Med Super. 2007;21(4).

13. Pelletier M, Belliveau P: Role of surgical residents in undergraduate surgical education. Can J Surg. 1999;42(6):451-6.

14. Rodríguez Wong Ulises. La retroalimentación y el refuerzo positivo en la enseñanza de la cirugía. Rev Hosp Jua Mex. 2008;75(1):3-9.