Evaluation model for teaching, learning, evaluation, training and organization in Basic Medical Sciences

Abstract

Worldwide, there are limitations in the teaching-learning process ranging from ineffective pedagogical models to students who are unaware of the tools to face the challenge of a medical career. The objective of the study was to design an evaluation model for teaching, learning, evaluation, training, and organization in basic medical sciences, recognizing the factors that influence the teaching-learning process and identifying practical learning tools. A search for articles in English and Spanish was carried out in different academic search engines, databases, and journals. In this context, Problem-Based Learning (ABP) is based, which is proposed as an alternative methodological proposal that contains key characteristics for academic reform such as integration of the subjects and critical analysis of the content where the student has a leading role in learning. When analyzing the current pedagogical component of the educational process to increase the development of the students, three dimensions were established: the level of problem with the stories that condition the reproductive activity, the one that guarantees the application of knowledge, the level of search and the creative one, teaching problem, highlighting the correlation of the four types of independent work. Regarding the evaluation of the practical learning tools for students of basic medical sciences about the evaluations and the curricular components, the essential axes of the complex curriculum based on the construction of integrating nodes and the identification and normalization are defined in the designed Model of competencies linked to a deconstruction of the curriculum.