Model of the hermeneutic and epistemological dynamics for the scientific and professional instruction of medical professors

Abstract

Background: scientific and professional instruction of medical professors has gone through traditional models, but despite the fact that they have contributed to the development of the process, in the light of recent events, they do not fully solve the current problems.

Objective: to draw up a model of hermeneutic and epistemological dynamics for the scientific and professional instruction of medical professors in “Isabel María Hernández Mayedo” Medical Sciences Faculty in Puerto Padre, Las Tunas.

Methods: the pedagogical model of hermeneutic and epistemological dynamics for medical professors of the abovementioned institution was drawn up in a period of two years: 2012 to 2014. The sample consisted of 25 from a population of 62 professionals, to whom data collection techniques as survey and interview were applied; a socializing workshop was also developed with the participation of specialists. The variables measured were: level of knowledge about pedagogical modeling by professors and level of conscious assimilation of professors about the need to implement the modeling.

Results: confirming the objectivity of modeling, it can be stated that it offered a proper scientific articulation of its components thereby representing epistemologically the process scientific and professional instruction of medical professors as a necessity to consolidate the formative and transformation processes and transformation that are developing in the context of higher medical education.

Conclusions: The appropriateness of the pedagogical model devised and the need for its implementation in the processes of scientific instruction of those professors were confirmed, as well as the insufficient execution of scientific and pedagogical alternatives directed to their accomplishment.