Yepes DCE, Muñoz HD, Martínez HV, Muñoz VI

Language: Spanish
References: 16
Page:
PDF size: 216.94 Kb.

ABSTRACT

Background: Colombia has been influenced by foreign models of medical education, which have been tried to contextualize to respond to local needs, but the lack of research and own data on successful learning strategies is evident.
Objective: to interpret what it meant for the students to participate in a Social Security course at a Faculty of Medicine of the University of Antioquia, in Colombia.
Methods: a hermeneutic study was carried out that applied the founded theory. Theoretical methods were used for the foundation of the research and empirical methods, the documentary review through the interpretation of written essays carried out by the students. A total of 150 essays were read and 95 were selected. With open coding, 1532 codes were obtained, which were grouped into 19 descriptive categories where 158 properties with their dimensions were identified. Subsequently, an analytical category was built with the paradigmatic matrix.
Results: the students expressed the need to take a break during their academic training to accept the invitation to think about themselves, reflect on their role in the Colombian health system, adopt critical position in the face of reality and build a social conscience that would allow them to be part of the solution.
Conclusions: the opinion of the students was identified when participating in the Social Security course at the Faculty of Medicine, University of Antioquia. Spaces for reflection can and should have a place in medical education, since they help students develop cognitive abilities to adapt to a world that is constantly being built.

REFERENCES

1. Pinilla Roa AE. Educación en ciencias de la salud y en educación médica. Acta Med Col [Internet]. 2019 [citado 25/09/2021];43(2):[aprox. 6 p.]. Disponible en: http://actamedicacolombiana.com/ojs/index.php/actamed/article/view/1365

2. Valcárcel-Izquierdo N, Porto-Ramos AG, Rodríguez-Díaz CR, Cruz-Machado MC, Molina-Martínez X, Rodríguez-Sánchez Y. La educación médica: Origen y evolución como ciencia. Rev Cubana Tecnología de la Salud [Internet]. 2019 [citado 25/09/2021];10(1):[aprox. 9 p.]. Disponible en: http://www.revtecnologia.sld.cu/index.php/tec/article/view/1428/964

3. González-Amarante P, Olivares-Olivares SL, Fouquet A. La visión de los estudiantes de medicina sobre su profesión: obstáculos para la transición a la perspectiva centrada en el paciente. Educ Med [Internet]. 2019 [citado 25/09/2021]; [aprox. 14 p.]. Disponible en: https://www.elsevier.es/es-revista-educacion-medica-71-articulo-la-vision-estudiantes-medicina-sobre-S1575181319301561

4. Saini V, Garcia-Armesto S, Klemperer D, Paris V, Elshaug AG, Brownlee S, et al. Drivers of poor medical care. Lancet [Internet]. 2017 [citado 25/09/2021];390(10090):[aprox. 16 p.]. Disponible en: https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(16)30947-3/fulltext

5. Natera-Gutiérrez SI, Guerrero-Castañeda RF, Ledesma-Delgado MAE, Ojeda-Vargas MG. Interaccionismo simbólico y teoría fundamentada: un camino para enfermería para comprender los significados. Cultura de los Cuidados [Internet]. 2017 [citado 25/09/2021];21(49):[aprox. 18 p.]. Disponible en: https://culturacuidados.ua.es/article/view/2017-n49-interaccionismo-simbolico-y-teoria-fundamentada

6. Pineda-Cañar CA. El proceso educativo del médico en Colombia desde el concepto de formación a partir de un estudio hermenéutico. Iatreia [Internet]. 2015 [citado 25/09/2021];28(2):[aprox. 89 p.]. Disponible en: https://revistas.udea.edu.co/index.php/iatreia/article/view/20562

7. Roque Y, Valdivia P, García S, Zagalaz ML. Metacognición y aprendizaje autónomo en la Educación Superior. Educ Med Super [Internet]. 2018 [citado 25/09/2021];32(4):[aprox. 9 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412018000400024

8. Tsevat RK, Sinha AA, Gutierrez KJ, DasGupta S. Bringing home the health humanities: Narrative humility, structural competency, and engaged pedagogy. Acad Med [Internet]. 2015 [citado 25/09/2021];90(11):[aprox. 3 p.]. Disponible en: https://journals.lww.com/academicmedicine/fulltext/2015/11000/bringing_home_the_health_humanities__narrative.14.aspx

9. Instituto Nacional de Salud. Observatorio Nacional de Salud. Consecuencias del conflicto armado en la salud en Colombia. IX Informe Técnico. [Internet]. Bogotá D.C; 2017. Disponible en: https://www.ins.gov.co/Direcciones/ONS/publicaciones

10. Ríos-Sierra J. La(s) geografía(s) de la violencia guerrillera en Colombia. 2012-2020. Documento de trabajo 11/2020. Colombia: Real Instituto Elcano; 2020.

11. Newan-Pont V, Ángel-Arango MP. Estado del arte sobre la corrupción en Colombia. Bogotá: De justicia: 2017.

12. Gächter S, Schulz JF. Intrinsic honesty and the prevalence of rule violations across societies. Nature [Internet]. 2016 [citado 25/09/2021];531(7595):[aprox. 3 p.]. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4817241/

13. Marsh H. Ante todo no hagas daño. Barcelona: Salamandra; 2016.

14. Velásquez JC. Ambientes de aprendizaje para el desarrollo de la creatividad. En: López R, editor. Estrategias de enseñanza creativa. Bogotá: Universidad de La Salle; 2017. p.11-29.

15. Boelen C. Coordinating medical education and health care systems: the power of the social accountability approach. Med Educ [Internet]. 2018;52(1):[aprox. 6 p.]. Disponible en: https://pubmed.ncbi.nlm.nih.gov/28884465/

16. Ministerio de Salud y Protección Social. Ley Estatutaria 1751 de 2015Leyes desde 1992 - Vigencia expresa y control de constitucionalidad [LEY_1751_2015]. [Internet]. Colombia: Congreso de la República; 2015. Disponible en: https://www.minsalud.gov.co/Normatividad_Nuevo/Ley%201751%20de%202015.pdf