Estudio cualitativo del aprendizaje de ciencias básicas en medicina. La neurociencia como modelo de "aprender a aprender", un estudio en la Facultad de Ciencias Médicas de la Facultad de Ciencias Mëdica de la Universidad de Cuenca-Ecuador

Abstract

Introduction. A change in the model of professional training in the Ecuadorian University needs urgent modifications that are related to the behaviour of the actors immerse at the process; teachers being tutors - counselors and students being apprentices. Methodology. It is a descriptive observational study analyzing the instruments used in a training course in basic science, particularly neurophysiology in the first stages of the medical career and his correlation with the styles developed by the students in his learning process against the final results. Results. The sample includes 42 students during a cycle of 6 months in the neurophysiology course; 24% fulfill a minimal level of knowledge about prerequisites (neuro- anatomy); the learning tools show an important dichotomy between a collaborative, problem based learning during the daily activities and tools of examination based on repetitive learning at the first half of the course and problem based examination towards the end. The 19 % of the students fails and does not demonstrates to manage and generate tools of self-learning; of the 81 % that success the course, only a third develop tools and habits of self-learning. Conclusion. The specialization in teaching is a basic tool for education in medicine schools; it is not enough to ´know very much´ but to ´be able to show and tutored the learning process´. A new education university system must be based on the commitment of all the actors, better tools of learning and especially harmonize the evaluation tools with the career goals