RESUMO
BACKGROUND: The number of people suffering from chronic diseases requiring palliative care (PC) is increasing rapidly. Therefore, PC teaching in undergraduate health science programs is necessary to improve primary PC based on international recommendations and available scientific evidence. METHODS: A descriptive cross-sectional study was conducted. Active undergraduate medical and nursing programs that were approved by the Colombian Ministry of Education and integrated PC teaching into their curricula were included in the study. The total sample consisted of 48 programs: 31 nursing and 17 medical programs. RESULTS: PC competencies are distributed throughout the curriculum in 41.67% of programs, in elective courses in 31.25%, and in mandatory courses in 27.08% of the programs. The average PC teaching hours is 81 for nursing and 57.6 for medicine. PC clinical rotations are not offered in 75% of the programs. For undergraduate nursing programs, the most frequent competencies taught are the definition and history of PC and identifying common symptoms associated with advanced disease. In undergraduate medicine, the most common competencies are pharmacological and non-pharmacological pain management and identification of PC needs. CONCLUSIONS: PC teaching in undergraduate health science programs mainly addresses the conceptual and theoretical aspects of PC, which are part of the competencies present throughout the programs' curricula. Low availability of PC clinical rotations was identified. Future studies should assess whether the low availability of clinical rotations in PC limits the ability of students to develop the practical competencies necessary to provide quality PC. TRIAL REGISTRATION: Not applicable.
Assuntos
Currículo , Educação de Graduação em Medicina , Cuidados Paliativos , Estudos Transversais , Colômbia , Humanos , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/normas , Cuidados Paliativos/métodos , Cuidados Paliativos/normas , Currículo/tendências , Currículo/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normasRESUMO
Fundamentación: las nuevas tendencias pedagógicas requieren que los profesores aborden los contenidos fundamentados en una enseñanza productiva y no memorística, lo que unido al uso de las Tecnologías de la Información y las Comunicaciones (TIC) facilitan la adquisición de los conocimientos. Métodos: se realizó una investigación de desarrollo con el objetivo de diseñar un software educativo con enfoque interdisciplinario para el perfeccionamiento del proceso enseñanza aprendizaje de la Morfofisiología a través de un sistema de tareas docentes para los estudiantes de tercer año de Licenciatura en Enfermería de la Universidad de Ciencias Médicas de Villa Clara. Se utilizaron métodos del nivel teórico, empírico, matemático y estadístico. Resultados: mediante los instrumentos aplicados se determinaron las necesidades y se constataron las deficiencias a eliminar en el aprendizaje de los alumnos y se diseñó un software educativo como herramienta para proporcionar un medio de enseñanza aprendizaje eficaz y una autoevaluación continua. Conclusiones: el criterio valorativo de los especialistas fue positivo, reconocen que el software tiene enfoque metodológico y didáctico útiles para reforzar el aprendizaje teórico y práctico de la disciplina, por lo que queda aprobado para su aplicación.
Background: the new pedagogical trends demand that the teachers deal with the contents through a productive learning, and not through rote learning. This, together with the use of the Information and Communication Technology (ICT) facilitates the acquisition of knowledge. Methods: a development research was conducted in order to design an interdisciplinary educational software for the improvement of the teaching-learning process of the subject Morphophysiology through a system of teaching assignments in 3rd year Nursing Degree students from the Medical University of Villa Clara. Theoretical, empirical, mathematical and statistical methods were used. Results: by means of the instruments used, the needs were determined and the deficiencies that need to be solved in the students' learning were established. An educational software that serves as a tool to provide effective learning and continuous self-assessment was design. Conclusions: the expert judgment was positive, acknowledging that the software has a methodological and didactic approach useful for strengthening the theoretical and practical learning of the discipline; therefore, it was approved for implementation.