Alpízar CLB

Language: Spanish
References: 0
Page: 1-11
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ABSTRACT

Introduction: The National Program for Training in Community Medicine emerged to guarantee the training of the physicians required by the new Venezuelan society. The systems of teaching and communication activity developed in the educational process are inseparable in the training process, guaranteeing to a great extent the success in the training of the students´ personality of with a high social, humanistic, ethical, scientific and technical commitment. Objective: To determine how teachers, from self-assessment, identify the pedagogical communication that they establish with their students through the fulfillment of the communication functions. Method: A descriptive, qualitative, cross-sectional study was carried out on 31 teachers of the New Plan of Training in Community Medicine of Roscio Municipality, Guárico State, Venezuela, who participated as students in a Basic Course in Pedagogy. Under informed consent, the were applied a questionnaire structured by twelve statements that they were to order according to the communicational behavior they presented with their students. The results were taken to tables for analysis in percentages and according to qualitative assessment by Likert scale. Results: Important difficulties were found in the pedagogical communication of teachers regarding the affective-evaluative function and less frequently in the informative-pedagogical one, which puts at risk successful results in the educational teaching process. Conclusions: It is recommended to attend the improvement of teachers regarding pedagogical communication, in the context of the social environment where they practice, through the inclusion of these subjects in the Basic Courses of Pedagogy and the Diploma Course that they should receive.