Critical reading of medical articles and formation of communities of inquiry
This method emphasizes the interrelation between the pedagogical mode of intervention and the resulting development in the student's way of reasoning. This is reminiscent of Heisenberg's principle of indeterminacy, according to which "there is no way to observe a particle without alte...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología
2021
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/med/article/view/35708 |
| Aporte de: |
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I10-R327-article-35708 |
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Universidad Nacional de Córdoba |
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Revista de la Facultad de Ciencias Médicas de Córdoba |
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Español |
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Artículo revista |
| topic |
lectura crítica indagación educación médica critical reading inquiries medical education leitura crítica inquérito educação médica |
| spellingShingle |
lectura crítica indagación educación médica critical reading inquiries medical education leitura crítica inquérito educação médica Cuestas, Eduardo Critical reading of medical articles and formation of communities of inquiry |
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lectura crítica indagación educación médica critical reading inquiries medical education leitura crítica inquérito educação médica |
| author |
Cuestas, Eduardo |
| author_facet |
Cuestas, Eduardo |
| author_sort |
Cuestas, Eduardo |
| title |
Critical reading of medical articles and formation of communities of inquiry |
| title_short |
Critical reading of medical articles and formation of communities of inquiry |
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Critical reading of medical articles and formation of communities of inquiry |
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Critical reading of medical articles and formation of communities of inquiry |
| title_full_unstemmed |
Critical reading of medical articles and formation of communities of inquiry |
| title_sort |
critical reading of medical articles and formation of communities of inquiry |
| description |
This method emphasizes the interrelation between the pedagogical mode of intervention and the resulting development in the student's way of reasoning. This is reminiscent of Heisenberg's principle of indeterminacy, according to which "there is no way to observe a particle without altering it." Our knowledge of things can only be knowledge of how they act as a result of our observation and experimentation with them.
The development of the student's scientific medical thinking is defined according to how he acts when subjected to the tests and stimuli of the forms of pedagogical intervention. Therefore, if the student's medical thinking develops as a result of various pedagogical interventions, then teaching and mental development are inseparable from each other, as we see daily by being dazzled by the ability of our students to understand, learn, incorporate and act.
Furthermore, if the student's cognitive performance is a function of the teacher's pedagogical performance, then we must find ways to expand the teacher's ability to challenge the student to respond.
I propose here a clear defense of a curricular program that goes far beyond the power of construction attributed to the typical professor; a curricular program that constitutes a discipline dedicated to stimulating the mind and engaging it to understand what it otherwise willingly assumes. |
| publisher |
Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/med/article/view/35708 |
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I10-R327-article-357082021-12-29T20:14:46Z Critical reading of medical articles and formation of communities of inquiry Lectura crítica de artículos médicos y formación de comunidades de indagación Leitura crítica de artigos médicos e formação de comunidades de inquiridos Cuestas, Eduardo lectura crítica indagación educación médica critical reading inquiries medical education leitura crítica inquérito educação médica This method emphasizes the interrelation between the pedagogical mode of intervention and the resulting development in the student's way of reasoning. This is reminiscent of Heisenberg's principle of indeterminacy, according to which "there is no way to observe a particle without altering it." Our knowledge of things can only be knowledge of how they act as a result of our observation and experimentation with them. The development of the student's scientific medical thinking is defined according to how he acts when subjected to the tests and stimuli of the forms of pedagogical intervention. Therefore, if the student's medical thinking develops as a result of various pedagogical interventions, then teaching and mental development are inseparable from each other, as we see daily by being dazzled by the ability of our students to understand, learn, incorporate and act. Furthermore, if the student's cognitive performance is a function of the teacher's pedagogical performance, then we must find ways to expand the teacher's ability to challenge the student to respond. I propose here a clear defense of a curricular program that goes far beyond the power of construction attributed to the typical professor; a curricular program that constitutes a discipline dedicated to stimulating the mind and engaging it to understand what it otherwise willingly assumes. Este método hace hincapié en la interrelación entre el modo de intervención pedagógica y el desarrollo resultante en la forma de razonar del alumno. Esto recuerda el principio de indeterminación de Heisenberg, según el cual “no existe ningún modo de observar una partícula sin alterarla.” Nuestro conocimiento de las cosas sólo puede ser conocimiento de cómo actúan como resultado de nuestra observación y experimentación con ellas. El desarrollo del pensamiento médico científico del estudiante se define en función de cómo actúa cuando se somete a las pruebas y estímulos de las formas de intervención pedagógica. Por tanto, si el pensamiento médico del alumno se desarrolla como resultado de diversas intervenciones pedagógicas, entonces la enseñanza y el desarrollo mental son entre sí indisociables, como lo comprobamos a diario al deslumbrarnos con la capacidad que tienen nuestros alumnos de comprender, aprender, incorporar y actuar. Además, si el rendimiento cognitivo del estudiante está en función del rendimiento pedagógico del profesor, entonces debemos encontrar modos de ampliar la capacidad del profesor para desafiar al alumno a que responda. Planteo aquí, una clara defensa de un programa curricular que vaya mucho más allá del poder de construcción atribuido al típico profesor de aula; un programa curricular que constituya una disciplina dedicada a azuzar la mente y a comprometerla a entender lo que de otro modo asume de manera complaciente. Este método enfatiza a inter-relação entre o modo pedagógico de intervenção e o desenvolvimento resultante na forma de raciocínio do aluno. Isso lembra o princípio de indeterminação de Heisenberg, segundo o qual "não há como observar uma partícula sem alterá-la". Nosso conhecimento das coisas só pode ser o conhecimento de como elas agem como resultado de nossa observação e experimentação com elas. O desenvolvimento do pensamento médico científico do aluno é definido de acordo com a forma como ele age quando submetido aos testes e estímulos das formas de intervenção pedagógica. Portanto, se o pensamento médico do aluno se desenvolve a partir de várias intervenções pedagógicas, o ensino e o desenvolvimento mental são indissociáveis, como vemos diariamente por nos deslumbrarmos com a capacidade dos nossos alunos de compreender, aprender, incorporar e agir. Além disso, se o desempenho cognitivo do aluno é uma função do desempenho pedagógico do professor, então devemos encontrar maneiras de expandir a capacidade do professor de desafiar o aluno a responder. Proponho aqui uma defesa clara de um programa curricular que vai muito além do poder de construção atribuído ao professor típico de sala de aula; um programa curricular que constitui uma disciplina dedicada a estimular a mente e engajá-la para entender o que de outra forma ela voluntariamente assume. Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2021-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/med/article/view/35708 10.31053/1853.0605.v78.n4.35708 Revista de la Facultad de Ciencias Médicas de Córdoba.; Vol. 78 No. 4 (2021); 333-334 Revista de la Facultad de Ciencias Médicas de Córdoba; Vol. 78 Núm. 4 (2021); 333-334 Revista da Faculdade de Ciências Médicas de Córdoba; v. 78 n. 4 (2021); 333-334 1853-0605 0014-6722 10.31053/1853.0605.v78.n4 spa https://revistas.unc.edu.ar/index.php/med/article/view/35708/36174 https://revistas.unc.edu.ar/index.php/med/article/view/35708/36177 Derechos de autor 2021 Universidad Nacional de Córdoba http://creativecommons.org/licenses/by-nc/4.0 |