2014, Number 1
EduMeCentro 2014; 6 (1)
Salas PRS, Salas MA
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ABSTRACTBackground: Medical education requires a teaching-learning process capable of training students, at the health care services, to face new situations and problems that will occur in the future.
Objective: To argue the importance of medical training in the context of health care medical practice, through education at work, where the individual, whether healthy or sick, becomes the main resource for training.
Methods: A descriptive qualitative study was conducted. Theoretical methods were used to perform the analysis and synthesis of a documentary analysis and a literature review on the topic being studied. As empirical method, a nominal group was used, formed by experts from the academic committee of the Master’s Degree in Medical Education, from the National School of Public Health.
Results: The characteristics of the teaching-learning process are described, when applying the scientific professional method (clinical and epidemiological methods) for solving health problems that occur in the community, the individual and the family. The didactic dimension of the clinical method is emphasized.
Conclusions: In the training process with the use of clinics, the binomial teacher/student adds up another personal component: the individual –whether healthy or sick– as the object and resource of the teaching-learning processes. It is in this systematic and systemic interaction where the critical stage of the training process occurs, which takes place at both, a health service and the community.