Al término de la primera implementación de la malla curricular innovada 2015. Cohorte de médicos egresados (2017-2023). FCM-UNA. Historia, fortalezas, debilidades y nuevos desafíos / At the end of the first implementation of the innovated 2015 curriculum cohort of graduating physicians (2017-2023). FCM-UNA. History, strengths, weaknesses and new challenges

En la Facultad de Ciencias Médicas egresó en el año 2023 la primera cohorte de médicos formados con el nuevo currículum, implementado desde del 2017 como resultado del Proyecto de Innovación Curricular (PIC) desarrollado en los 5 años previos. La finalidad fue transitar de un currículum tradicional a uno orientado a competencias, integrado, pertinente a las necesidades sanitarias del entorno, incorporando la semestralidad, los créditos académicos y el Rotatorio Clínico preprofesional supervisado. La integración curricular es uno de los referentes más importantes de esta innovación. Se pretende aquí iniciar una narrativa que pase el testimonio histórico de esta transformación y reconozca el compromiso colectivo demostrado con la formación de profesionales médicos de excelencia. Se incluye el marco histórico, las fases del PIC, los criterios curriculares implicados, los equipos humanos participantes, la estructura organizacional para la implementación, el resumen de la evaluación de medio término y el escenario actual, donde de la evaluación de la implementación es fundamental para retroalimentar el proceso y generar la mejora continua.

The Faculty of Medical Sciences graduated in 2023 the first cohort of physicians trained with the new curriculum, implemented since 2017 as a result of the Curricular Innovation Project (CIP) developed in the previous 5 years. The purpose was to transition from a traditional curriculum to one that is competency-oriented, integrated, relevant to the health needs of the environment, incorporating the semester, academic credits and the supervised pre-professional Clinical Rotation. Curricular integration is one of the most important references of this innovation. It is intended here to initiate a narrative that passes the historical testimony of this transformation and recognizes the collective commitment demonstrated with the formation of medical professionals of excellence. It includes the historical framework, the phases of the CIP, the curricular criteria involved, the human teams involved, the organizational structure for the implementation, the summary of the mid-term evaluation and the current scenario, where the evaluation of the implementation is fundamental to feed back the process and generate continuous improvement.

Estrategias didácticas, en el marco de la innovación de la malla curricular 2015, de la Facultad de Ciencias Médicas - UNA de la carrera de medicina. Una visión desde la percepción de los docentes y estudiantes / Didactic strategies, within the framework of the innovation of the curricular mesh 2015, of the Faculty of Medical Sciences of the career of medicine. A vision from the perception of teachers and students

Las estrategias didácticas cumplen un papel relevante en la innovación de la malla curricular, esta investigación tiene por finalidad comprender el proceso de cambio instaurado en la facultad desde la percepción de los actores principales, desde varias aristas relacionadas como la infraestructura, materiales de apoyo e información sobre la malla innovada. Nuestro objetivo fue analizar e interpretar la percepción que tienen los docentes y estudiantes del ciclo básico de la carrera de medicina de Asunción, en relación a la innovación curricular y permitirnos reflexionar y contribuir a este proceso dinámico que está llegando al ciclo clínico, a través de una investigación cualitativa con enfoque hermenéutico

Didactic strategies play a relevant role in the innovation of the curricular mesh, this research aims to understand the process of change established in the faculty from the perception of the main actors, from several related aspects such as infrastructure, support materials and information on the innovated curriculum. Our objective was to analyze and interpret the perception that teachers and students of the basic cycle of the medical career have, in relation to curricular innovation and allow us to reflect and contribute to this dynamic process that is reaching the clinical cycle, through a qualitative research with a hermeneutical approach

Rendimiento académico de estudiantes universitarios en asignaturas de las ciencias morfológicas: uso de aprendizajes activos basados en problemas (ABP) / Academic performance in university students in morphological science courses: use of active problem-based learning (PBL)

RESUMEN: La educación universitaria busca desarrollar competencias profesionales y capacidades para el aprendizaje autónomo. Las metodologías de aprendizajes activos, centrado en los alumnos, como el aprendizaje basado en problemas (ABP), podría ser de gran utilidad en mejorar el rendimiento académico en asignaturas de las Ciencias Básicas en estudiantes de carreras de salud y medicina. El objetivo de este estudio fue determinar el impacto del uso de la metodología activa de aprendizaje basado en problemas, sobre el rendimiento académico de estudiantes universitarios que cursan asignaturas morfo-biológicas en las carreras de Kinesiología y de Obstetricia. De un universo de 500 alumnos que ingresaron a los primeros años de carreras de la salud de la Universidad de Tarapacá (año lectivo 2018), se seleccionaron 100 estudiantes (mayores de 18 años), separando como grupo control o no intervenido (n=50) a estudiantes de Obstetricia y grupo intervenido, con aplicación de ABP (n=50), estudiantes de la carrera de Kinesiología. El estudio tuvo una duración de 24 semanas lectivas. Los resultados muestran que el grupo intervenido mejoró significativamente el rendimiento académico, con un 98% de aprobación y una evaluación final de 5,9. El grupo control alcanzó un 84 % de aprobación y evaluación final de 4,8. Se concluye que el uso de metodología activa de ABP, mejora significativamente el rendimiento académico de los estudiantes de ciencias de la salud que cursan asignaturas morfo-biológicas y que las actividades con participación directa a través de cuestionarios y exposiciones científicas grupales e individuales permiten que el estudiante sea su propio agente de cambio en los procesos de evaluación formativa. Se sugiere implementar este tipo de metodologías activas en los cursos regulares considerando además, los factores psicológicos del aprendizaje.

SUMMARY: University education seeks to develop professional skills and capacities for autonomous learning. Active learning methodologies, centered on students, such as problem- based learning (PBL), could be very useful in improving academic performance in Basic Sciences courses in health and medical students. The objective of this study was to determine the impact of the use of the active problem-based learning methodology on the academic performance of university students who take morpho-biological courses in the Kinesiology and Obstetrics degree programs. From a total of 500 students who entered the first years of health degrees at the University of Tarapacá (academic year 2018), 100 students (over 18 years of age) were selected, separating as a control or non-intervened group (n = 50) to Obstetrics students and intervened group, with application of ABP (n = 50), students of the Kinesiology degree program. The study lasted 24 school weeks. The results show that the intervened group significantly improved academic performance, with 98 % approval and a final evaluation of 5.9. The control group achieved 84 % approval and a final evaluation of 4.8. It is concluded that the use of the active PBL methodology significantly improves the academic performance of health sciences students who take morpho-biological subjects and that activities with direct participation through questionnaires and group and individual scientific presentations, allow the student be their own agent of change in the educational assessment processes. It is suggested to implement this type of active methodologies in regular courses, also considering the psychological factors of learning.

Análisis del proceso de innovación curricular en la Escuela de Fonoaudiología de la Universidad de Chile / Curricular innovation process of the School of Speech & Language Pathology at University of Chile

El proceso de innovación curricular de la Facultad de Medicina de la Universidad de Chile ha implicado un desafío importante para autoridades, académicos y comunidad estudiantil. La universidad ha adoptado un modelo basado en las competencias que el estudiante debe demostrar en los distintos ámbitos de la disciplina, para dar cuenta del perfil del egreso. En este sentido, la carrera de Fonoaudiología ha construido una nueva malla curricular constituida por competencias, subcompetencias e indicadores de logro para cada uno de los dominios de formación. El rediseño curricular conlleva una renovación de las metodologías didácticas y una nueva mirada en relación con el proceso de enseñanza aprendizaje, situando al estudiante en un rol más activo. Gracias al levantamiento de demandas y necesidades formativas, se construyeron cinco dominios correspondientes a los ámbitos de realización del egresado en Fonoaudiología. En este artículo se describen y explican los elementosconstituyentes del nuevo currículum, detallando ámbitos relevantes y sujustificación en el plan formativo global de la Escuela de Fonoaudiología...

The process of curriculum innovation at the Faculty of Medicine at the Universityof Chile has implied an important challenge for authorities, faculty members, and students. The university has adopted a model based on competences which students have to demonstrate in different áreas of the discipline in order to accomplish the graduate profile. In this respect, the Speech & Language Pathology undergraduate program has developed a new curriculum based on competencies, subcompetencies and learning outcomes for each domain of the academic training. The new curriculum involves renewed didactic methodologies and a new approach'in the learning process. This would place the student in a more active role (learner centredness). Five domains corresponding to the different profesional áreas of the Speech & Language Pathology program were developed based on the demands and training needs. The present articledescribes and explains the constituent elements of the new curriculum,providing information about the áreas which were emphatically assumed by the Speech'&'Language'Pathology'Department...

Inovações curriculares: o ponto de vista de gestores de escolas do ensino básico em Portugal / Curricular innovations: the perspective of teachers involved in school governance in Portugal

Na última década, em Portugal, assistimos a alterações nas políticas curriculares para o ensino básico que têm contribuído para uma certa instabilidade no "terreno de ação" dos professores. Essas alterações ocorreram sobretudo desde o final da década de 1990, com o "Projecto de Gestão Flexível do Currículo" (GFC) e, em 2005/2006, com a medida "Escola a tempo inteiro"². Do ponto de vista metodológico, sigo os contributos de Doyle e Ponder (1977) e de Correia (1989), sobre estratégias e processos de resistência ativa e passiva adotados por professores perante inovações centralizadas. À luz desses referentes, analiso discursos de professores/as em exercício de gestão e que experienciaram, enquanto tal, aquelas duas inovações. Em síntese, é intenção final deste texto situar o debate do lado micro da política curricular.

In the last decade in Portugal, there have been changes in the curriculum policies for Basic Education that have contributed to some instability in the "field of action" of teachers. These changes were felt mainly in the late 90s with the Project "Flexible Management of Curriculum" (GFC) and in 2005/2006 with the Full-time School measure. From the methodological point of view I have adopted the contributions of Doyle and Ponder (1977) and Correia (1989), concerning the strategies and processes of active and passive resistance shown by teachers towards central innovations. This is the base for my analysis of the speeches made by teachers who are directly involved in the daily governance of schools and have also experienced the two mentioned innovations. In short, the final intention of this text is to situate the debate on the micro side of the curriculum policies.

Inovação curricular nos cursos de graduação em medicina: o ensino da bioética como uma possibilidade / Innovation in the undergraduate medical curriculum: courses in bioethics as a possibility

O estudo tem por objetivos sistematizar o estado da arte do ensino da bioética na graduação médica brasileira, com base nos trabalhos publicados nos anais dos congressos da Sociedade Brasileira de Bioética, da Associação Brasileira de Educação Médica e da Rede Unida, e nas revistas Bioética, Brasileira de Bioética, Brasileira de Educação Médica e Olho Mágico dos anos 2000 até 2005, e identificar concepções, conceitos, métodos e pressupostos bioéticos adotados no material pesquisado. Situa-se entre os campos da educação e do trabalho médicos, aqui entendidos como duas práticas sociais que devem dialogar permanentemente, razão pela qual a Pedagogia das Competências e as noções de competência e autonomia, como fundamentação e categorias teóricas, respectivamente, nele se inserem como aportes para compreender o processo de inclusão do ensino de bioética nos cursos de graduação médica, como uma possibilidade de inovação curricular.

This study aims to systematize the state-of-the-art in bioethics courses in Brazilian undergraduate medical education, based on papers published in congress proceedings from the Brazilian Society of Bioethics, the Brazilian Association of Medical Education, and Rede Unida, and in the journals Bioética, Revista Brasileira de Bioética, Revista Brasileira de Educação Médica, and Olho Mágico for the years 2000 to 2005, and to identify bioethical concepts, methods, and premises adopted in the above-mentioned material. Bioethics is situated between the fields of medical education and medical practice, two social practices that must engage in permanent dialogue. Thus, Competence-Based Pedagogy and the notions of competence and autonomy as the basis and theoretical categories, respectively, provide the support for understanding the inclusion of bioethics in undergraduate medical education, as a possibility for innovation in the curriculum.