Pedagogical models and the formation of healthcare professionals

Abstract

Introduction: the formation of health professionals has pedagogical and epistemological background to serve the patient and the community.

Objectives: to present an analysis of the relationship between professional competences to develop and professional formation in the area of health. Discuss the concept of pedagogical models; guidelines for professional formation, particularly in the medical specialties, through teaching-service relationship and problems-based learning.

Methods: systematic search of published literature in Spanish and English in databases such as Medline, SciELO, Google, Universidad Nacional de Colombia, reference centers, and books with the keywords. Results: was conceptualized the formation of professional competences in the area of health, detailing the generic or transversal and specific professional competences, the scope and limitations of current formation and four experience of competency-based education.

Conclusions: the professionals formation in health sciences should lead to the graduation of autonomous and critical professional with professionalism in their practice and they should demonstrate specific and transversal professional competences; which are continually assessed the relationship with each patient to achieve this is essential pedagogical formation of professors and consciousness of directors and government. The curricula have a nuclear and a flexible component that allows the development of the potentialities of each student by the method of problem-based learning with clinical cases in the relationship teaching-service and interdisciplinary team