Modelo comunicacional para las videoclases en las ciencias básicas biomédicas Communicative model for videoclass in basic biomedical sciences

dc.creator	Julieta Sonia Damiani Cavero
dc.date	2011-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:40Z
dc.date.available	2015-07-20T22:17:40Z
dc.identifier	0864-2141
dc.identifier	1561-2902
dc.identifier	https://doaj.org/article/c26a5c684b304f21818f6b8b933b21bc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19120
dc.description	Desde el curso 2004-2005 se comenzó a transformar la forma organizativa de enseñanza "conferencia" en las asignaturas básicas biomédicas, al utilizar videos VHS, a partir del curso 2007-2008, videos digitales como medios en las llamadas "conferencias orientadoras". Sin embargo, existe un educador en el aula, llamado facilitador y no se ha estudiado suficientemente el modelo comunicacional aplicado. A partir del estudio de los medios usados en las conferencias de ciencias básicas biomédicas del primer año de Medicina, en el presente trabajo se propone, al analizar posibles recomendaciones para una mejoría cualitativa, un modelo comunicacional para la interacción entre el profesor del video, el educador en el aula y los estudiantes. Se concluye que este modelo tiene importancia teórico-práctica para diseñar estrategias de trabajo en colectivo en la forma organizativa de la enseñanza "videoclase" supliendo aquellos aspectos con dificultades de comunicación a partir de reflexiones grupales posconferencia inmediata, guiados por el facilitador, así como actividades de relación interalumnos en la clase, mientras se mejoran las dificultades en los medios, y después que se perfeccionen, para aumentar la comunicación educador-estudiante-profesor de video clases en dicha forma organizativa.<br>The 2004-2005 academic year witnessed the changes in the organization of the "lecturing" teaching in basic biomedical subjects with the introduction of VHS videos; and in the 2007-2008 academic year, the digital video began to be used in the so-called "guiding conferences". However, there is an educator in the classroom, who is called facilitator and the applied communicative model has not been thoroughly studied. On the basis of the study of the teaching aids in the basic biomedical sciences lectures delivered in the first year of the medical career, the present paper was intended to analyze possible recommendations for qualitative improvement and for a communicative model in which the video professor, the classroom educator and the students will interact. It was concluded that this model is important from a theoretical-practical viewpoint to design collective working strategies within the "video class" teaching organization, thus solving those aspects with communicative difficulties through facilitator-guided group reflections immediately after the lectures as well as activities for encouraging interactions among students in class; also the difficulties in the audiovisual aids must be overcome, and after this, the communication among educator, student and video professor should be enhanced.
dc.language	Spanish
dc.publisher	Editorial Ciencias Médicas
dc.relation	http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000100005
dc.relation	https://doaj.org/toc/0864-2141
dc.relation	https://doaj.org/toc/1561-2902
dc.source	Educación Médica Superior , Vol 25, Iss 1, Pp 49-57 (2011)
dc.subject	Comunicación educativa
dc.subject	videoclase
dc.subject	Educational communication
dc.subject	video class
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Modelo comunicacional para las videoclases en las ciencias básicas biomédicas Communicative model for videoclass in basic biomedical sciences
dc.type	article