Análisis comparativo del componente de práctica en el currículo de formación profesional de médicos y profesores en la Pontificia Universidad Católica de Chile

Abstract

This article reports the results of an analysis of the practice and clinical components in the training curriculum of basic education teachers and medical profession. It examines four aspects: i) opportunities for practical learning in the curriculum of both professions, ii) organization of practical pedagogical device, iii) relationship of the courses and clinical practices with the general curriculum, and iv) assessment of skills acquired in the practical or clinical contexts. The results show differences in the pedagogical device of the practices, in the length of the curriculum, and in the tutors and supervisors working methods. This paper analyzes and discusses two key issues about teacher training: the links between the academic and the practical field, and the need to articulate in a more coherent way the general curriculum courses with different levels of practice experiences.