Metodología para la realización de un seminario participativo en la asignatura Microbiología y Parasitología Médicas / Methodology for the realization of a participative seminar on the subject Medical Microbiology and Parasitology

Introducción: el seminario, como forma de organización de la enseñanza, permite un proceso enseñanza-aprendizaje, desarrollador y educativo, hace que el alumno busque y explore el conocimiento desde posiciones reflexivas e independientes. Se tiene en cuenta que las concepciones pedagógicas actuales abogan por un carácter participativo de la enseñanza, donde el estudiante asume un papel cada vez más protagónico en la conducción de su aprendizaje, se ha hecho muy común en los últimos años la aplicación de las técnicas participativas en la realización de los seminarios. Objetivo: explicar la metodología para el desarrollo de un seminario integrador evaluativo en la asignatura Microbiología y Parasitología Médicas, de forma tal que permita perfeccionar en los estudiantes habilidades que faciliten el aprendizaje participativo y creador, que respondan al perfil de salida del egresado.Desarrollo: la realización del seminario consta de tres fases en las cuales el profesor y los educandos cumplen funciones bien definidas; la fase de organización y planificación, la fase de ejecución y la fase de evaluación. Se explicará la metodología a seguir en cada una de estas fases para desarrollar un seminario integrador, participativo, tipo panel, en un tema de la asignatura Microbiología y Parasitología Médicas. Conclusiones: el seminario panel es una técnica participativa que puede aplicarse en otras asignaturas y en otras carreras universitarias(AU)

Introduction: The seminar, as a form of organizational teaching, allows a develop-encouraging and educational teaching-learning process, and makes the student seek and explore knowledge from reflective and independent positions. It is taken into account that the current pedagogical conceptions promote a participatory nature of teaching, where the students assume an increasingly important role in the conduction of their learning, it the application of participatory techniques in conducting the seminars has become very common in recent years. Objective: To explain the methodology for the development of an integrative evaluative seminar in the subject Medical Microbiology and Parasitology, in such a way that this allows students to improve skills that facilitate participatory and creative learning, which respond to the graduate's profile. Development: The realization of the seminar consists of three phases, in which the teacher and the students fulfill well-defined functions: the organization and planning phase, the implementation phase, and the evaluation phase. The methodology to be followed in each of these phases will be explained in order to develop an integrative, participatory seminar, of the panel type, on a topic of the subject Medical Microbiology and Parasitology. Conclusions: The panel seminar is a participative technique that can be applied in other subjects and in other university majors.(AU)

Life cycle tools combined with multi-criteria and participatory methods for agricultural sustainability: Insights from a systematic and critical review.

Life cycle (LC) methodologies have attracted a great interest in agricultural sustainability assessments, even if, at the same time, they have sometimes been criticized for making unrealistic assumptions and subjective choices. To cope with these weaknesses, Multi-Criteria Decision Analysis (MCDA) and/or participatory methods can be used to balance and integrate different sustainability dimensions. The purpose of this study is to highlight how life cycle approaches were combined with MCDA and participatory methods to address agricultural sustainability in the published scientific literature. A systematic and critical review was developed, highlighting the following features: which multi-criterial and/or participatory methods have been associated with LC tools; how they have been integrated or complemented (methodological relationships); the intensity of the involvement of stakeholders (degree of participation); and which synergies have been achieved by combining the methods. The main typology of integration was represented by multi-criterial frameworks integrating LC evaluations. LC tools can provide MCDA studies with local and global information on how to reduce negative impacts and avoid burden shifts, while MCDA methods can help LC practitioners deal with subjective assumptions in an objective way, to take into consideration actors' values and to overcome trade-offs among the different dimensions of sustainability. Considerations concerning the further development of Life Cycle Sustainability Assessment (LCSA) have been identified as well.

Sistema de talleres con técnicas participativas para el fortalecimiento de la autodirección estudiantil / System of workshops with collaborative techniques for the reinforcement of the students’ self-direction

Se presenta un artículo con el objetivo de elaborar un sistema de talleres con la utilización de técnicas participativas para la autodirección estudiantil en la universidad médica, tema de gran relevancia en el desempeño del modelo del profesional. Este sistema contiene un conjunto de orientaciones teórico-metodológicas y herramientas de trabajo para ser implementadas por los estudiantes en la brigada, las cuales propician el fortalecimiento de su autodirección en analogía con el modelo del profesional.

An article is presented with the objective of elaborating a system of workshops with the use of collaborative techniques for the students’ self-direction in the medical university, issue of great relevance in the development of the future professional. This system contains a group of theoretical-methodological guidelines and working tools to be implemented by the students of the brigade, the ones that give the strength of its self-direction in analogy with the ideal professional.