The education of medical students includes multiple pedagogic strategies, especially within the clinical area, that allow them direct participation in activities which reveal what their authentic performance as doctors will be. However, an important amount of academic content is still previously 'transmitted' through lectures, especially during the first two years of the basic sciences cycle. In the present literature review I support the development of more significant and flexible knowledge and a more formative education than the mere memorization of contents. I revise the theoretical conceptions behind traditional pedagogical practice and the ones central to constructivism, as well as their applications to the design of learning and teaching processes. I analyze the role of the teacher, the contents and the strategies from a theoretical point of view and describe some practices based on a constructivist framework, such as Problem Based Learning (PBL). Finally, I report on research that provides empirical evidence of pedagogical advantages of these practices.
|Revista de Estudios Sociales
|Published - Jun 1 2005