| dc.creator |
Esther Díaz-Velis Martínez |
|
| dc.creator |
Ramiro Ramos Ramírez |
|
| dc.creator |
Cristina Mendoza Rodríguez |
|
| dc.date |
2005-03-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:40:28Z |
|
| dc.date.available |
2015-07-20T22:40:28Z |
|
| dc.identifier |
0864-2141 |
|
| dc.identifier |
1561-2902 |
|
| dc.identifier |
https://doaj.org/article/a7a47994323e42b18d126ff6259c97b8 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/23289 |
|
| dc.description |
El actual incremento de la información científica sitúa las asignaturas frente a la disyuntiva de abordar aspectos cada vez más específicos de una parcela de la realidad o de concebir el conocimiento de forma integral y esencial. Se plantea la necesidad de la integración y pertinencia de los contenidos con el fin de contribuir al logro del profesional de perfil amplio señalado en la carrera de Medicina. Para ello, la organización curricular requiere de un proceso formativo con integración horizontal y vertical que permita concretar tal aspiración. Se señala la importancia de trascender el marco de la asignatura o disciplina mediante la integración horizontal en un momento dado y el desarrollo del alumno en el tiempo mediante la integración vertical. Se muestran ejemplos de ambas integraciones para el logro de su implementación curricular. Entre las alternativas para enfrentar este reto se mencionan: la tarea docente, las actividades docentes integradoras, las investigaciones estudiantiles y el planteamiento de problemas profesionales, todo lo cual requiere del trabajo metodológico en los niveles de asignatura, año y carrera.<br>The present increase of the scientific information places the subjects in the dilemma between approaching even more specific aspects of a part of reality, or conceiving knowledge in a comprehensive and essential way. The need of the integration and pertinence of the contents is stated to contribute to the attainment of a professional of wide profile in the medical career. To this end, the curricular organization requires a formative process with horizontal and vertical integration allowing to materialize such aspiration. It is stressed the importance of transcending the frame of the subject or discipline by the horizontal integration at a certain moment and the development of the student in the course of time by vertical integration. Examples of both integrations are given to achieve their curricular implementation. The teaching task, the integrating teaching activities, the students' research and the posing of professional problems are among the alternatives to face this challenge. All this requires a methodological work at the level of subject, year and career. |
|
| dc.language |
Spanish |
|
| dc.publisher |
Editorial Ciencias Médicas |
|
| dc.relation |
http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412005000100002 |
|
| dc.relation |
https://doaj.org/toc/0864-2141 |
|
| dc.relation |
https://doaj.org/toc/1561-2902 |
|
| dc.source |
Educación Médica Superior , Vol 19, Iss 1, Pp 1-1 (2005) |
|
| dc.subject |
Proceso enseñanza-aprendizaje |
|
| dc.subject |
asignatura |
|
| dc.subject |
educación médica |
|
| dc.subject |
Teaching-learning process |
|
| dc.subject |
subject |
|
| dc.subject |
medical education |
|
| 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 |
Un reclamo necesario, la integración de los contenidos en la carrera de Medicina A necessary claim, the integration of contents in the medical career |
|
| dc.type |
article |
|