Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Background: the analysis and evaluation of the state exam is a compulsory action that contributes to perfecting its quality in each academic year.Objective: to assess the development of the practical exercise of the state examination in the Medicine career in the 2016-2017 academic year in its process dimension.Methods: a descriptive research with a mixed approach was carried out from June to September 2017 at Villa Clara University of Medical Sciences. Theoretical methods were used, among them: analysis-synthesis, induction-deduction and historical-logical; empirical: the documentary analysis, survey in the form of an interview to the focal group and the mathematical one for the absolute and relative values.Results: it was found that there is no homogeneity in the implementation of the evaluation guide for the clinical examination proposed by the university principal ship by different examination boards, among the causes are the instability of the teaching staff due to work commitments, the current context in which teaching is developed in the clinical cycle, the inexperience of young doctors in teaching; the most deficient items are related to the development of the clinical method (physical examination and medical reasoning).Conclusions: the development of the 2016-2017 state practical examination was evaluated, where there were irregularities in the implementation of the guide or instructions for the evaluation, as well as in the preparation of the interns in the contents related to the clinical method.

En el modelo de enseñanza aprendizaje centrado en el alumno cobra gran importancia el desarrollo de habilidades comunicativas. El objetivo del presente artículo es profundizar sobre el tema de modo general, en su relación con la comunicación pedagógica, los componentes personológicos del proceso docente educativo y los niveles de estructura de la comunicación como proceso pedagógico, desde el primer año de la carrera de Medicina. Se proponen algunas tareas necesarias para el desarrollo de la competencia comunicativa sobre la base del estudio realizado y la experiencia de los autores.  

Las transformaciones sociales relacionadas con las tecnologías digitales y los nuevos medios ofrecen importantes desafíos a la educación. La escuela deja de ser el espacio protagónico, las formas de conocer y producir conocimiento se amplían y diversifican, y las prácticas comunicativas se complejizan. Esto hace necesario examinar las habilidades y aprendizajes que se deben promover para actuar y participar en los escenarios mediáticos y digitales. El artículo presenta una revisión conceptual crítica sobre alfabetización mediática y aprendizaje desde tradiciones latinoamericanas, estadounidenses y europeas, a partir de la recopilación y análisis de publicaciones que tratan las dos últimas décadas. Se propone una lectura que integra aportes teóricos tanto de la comunicación como de la educación. La alfabetización se entiende como una práctica social que implica construcción y consenso social para la generación y negociación de significados, gracias a la mediación del lenguaje; procesos que se logran a partir del aprendizaje.

Se presenta un estudio de caso realizado en Chile, orientado a conocer cómo se produce el intercambio de saberes en torno a las prácticas de crianza entre la sala cuna y las familias y cómo se utiliza este saber para enriquecer la propuesta curricular del nivel. Los datos se recogieron mediante análisis de documentos técnicos, observación del trabajo diario en sala y entrevistas en profundidad al personal del centro y a las madres. Se realizó un análisis de contenido cualitativo y se triangularon las distintas fuentes. Los hallazgos muestran diferencias en las prácticas relacionadas con las prioridades que se establecen en cada uno de los contextos, las dinámicas que se dan en el transcurso diario, y los parámetros para juzgarlas. Se observan algunos intercambios con respecto a las prácticas de alimentación y de la siesta. Se requiere avanzar en la construcción de propuestas que rescaten los saberes de las familias, así como ampliar la mirada con respecto a lo que se selecciona para ser transmitido a sus bebés.

This article analyzes the influence of mass media on primary school students when studying animal species. Images on taxonomic groups of wildlife transmit perceptions. Therefore, these transmitted perceptions are examined in 249 children from rural and urban elementary school aged 7 to 13 years old. This analysis used two PowerPoint presentations with images of endemic and non-endemic species. It is found that in urban and rural contexts, television and Internet are the means for further identification of the species presented. Concerning the perceptions, students have a preference for mammals and birds species. These data allow inferring the influence media can have on the knowledge of biodiversity and the promotion of care towards nature.

This essay aims to reflect on the social phenomenon of bullying in Costa Rica, a holistic approach that considers the various causes related to these acts of violence among peers. Bullying is a form of school violence; hence, it is difficult to give a single explanation of its causes as many factors can coexist and can make this phenomenon worse. Therefore, it follows that this is a complex and multi-causal social phenomenon and is part of a school culture that spreads in schools every day. It also has different manifestations: affective, cognitive, and sociocultural ones. Bullying is a multidimensional and social construction that feeds on the culture of fear, manifested in physical or psychological abuse, ownership or control, and an asymmetrical expression of power during social interactions that take place within or outside educational spaces. In conclusion, we all have a degree of responsibility on bullying, on knowing how to live and coexist free of violence, on the practice of healthy living at home, on education based on respect, and finally on the obligation to report all forms of abuse or bullying. The fundamental thing is to build respectful, supportive, and inclusive environments from a community approach.

The purpose of this paper is to reflect, from the perspective of the social construction, the relationship between the teaching practice with the elementary education curriculum. It is established that the curricular systems do not act as uniform and abstract knowledge, but instead, they allow the formation of communicative interdependencies between agents who, based on their beliefs, values and historically constructed knowledge, interpret education and give a unique sense to it in certain contexts. The relevance lies in locating the curriculum as a dialogic mechanism with various communicative intentions in a scenario that seeks to standardize the guidelines of teaching acts.

Profiles, Dynamics and Challenges of the Costa Rican Education is a program planned to be executed in a five-year period: 2014-2018. It is being executed within the framework of processes of research, teaching, university extension, and production of the Center for Research and Teaching in Education (CIDE in Spanish) of the National University of Costa Rica. This proposal considers the implementation of two sub-programs approaching two important areas: pedagogical innovation, and the production of materials and didactic technological resources. The first sub-program, Innovation, is oriented to highlighting and valuing the set of practices and successful experiences in the field of teaching, and assuming processes associated to it, such as the professional practice activities and the graduation final work proposals in different modalities. The second sub-program, Production of Didactic Technological Resources, supports the development of projects through consulting, design, and production of materials and didactic technological resources. This paper describes the methodological route proposed for the Production sub-program, along with some of the preliminary results achieved at the beginning of the implementation of the proposal. Finally, the article presents a series of reflections about the diverse dimensions that the program covers, its scope, impact, challenges, and constraints that must be assumed, as well as the different contributions in the four substantive areas on which the National University of Costa Rica bases its work: teaching, research, university extension and production.

In the Peruvian educational context there is a lack of specialized and experimental didactic resources for courses on Pre-Columbian History of Peru. For this reason, experimental archaeology was adapted and applied as a didactic resource (Arquered), a methodology used in the archaeologist’s work. In consequence, the research has as a general objective that is to demonstrate that the application of the Arquered improves the students’ learning process. The research approach is a quantitative and explanatory type. Likewise, the quasi-experimental design, with post-test only and control group, has been chosen. A non-probability sampling was implemented and consisted of 55 students, of which 30 were selected from the morning shift (control group), and 25 from the night shift (experimental group). The non-participant survey and observation was applied through two instruments: the Q1 questionnaire and the Q2 comparison list, respectively. In relation to the analysis, the IBM SPSS version 20.0 program was used to obtain the chi-square value (X2) of each item. The results showed that the use of the Arquered improves the learning process of the History of Pre-Columbian Peru, since it contributes to identify the students’ previous knowledge and increases their degree of participation and level in the learning achievements, either in the case of conceptual and procedural contents, or in a favorable attitude towards the archaeological heritage.