The Learning Based on Problems in the rotary boarding school of the Univalle Hospital Medicine career

Abstract

Objective: in the training of the medical student, the rotary internship is a bridge at the beginning of his professional career under a continuous relationship with the teaching teachers and the patients, this implies a link between the theory of previous years and the practical application of his last year undergraduate; The objective of this work was based on determining if this relationship favors the application of Problem Based Learning (ABP). Methods: a first stage corresponds to the diagnosis of needs, based on a survey and a focus group interview. In a second stage of Research-Action, the ABP methodology was applied and it was evaluated with a questionnaire of Co and Self-evaluation guides and also with a direct observation guide. Results: the students stated that the teachers are prepared and that the Univalle Hospital has a good structure, nevertheless under excessive work, difficult to adapt and even with a bad relationship with the teacher;,admitted other limitations, such as the fatigue of some patients for so many periods of history, the lack of interest of the teachers themselves and the application of punishment for some failures, associated with an imposing position of teachers, generating“fear.”They cited evaluation strategies such as daily review, oral or written exams, and the resolution of clinical cases. It was emphasized that the ABP is a “productive, innovative and creative method” that arouses curiosity and interest; In addition, the use of prior and new knowledge allows permanent reflection and encourages discernment, without any pressure or fear of being punished. Conclusion: the application of ABP in educational processes is recommended, with accessible schedules, with adequate structure and a work schedule, where you must instruct, prepare the student and teachers. All this innovation allows the articulation of theory and practice, Some limitations are the difficulty in fulfilling the planning, lack of habit of the students and teachers, preferring many times the master classes. In this moment of imminent process of renewal, of the old paradigms with behavioral teaching, it is imperative to implement curricular designs that take into account active teaching and learning strategies and with a lot of self-reflection.