Pedagogy of Higher Education in the training of teachers of medical sciences professionals in Public and Private Universities of Ecuador

Abstract

The activity of the teacher in the health area has been and will continue to be the object of study. Efforts are required to raise their pedagogical training, which will contribute to a better preparation of university graduates. Background: One of the challenges faced in Higher Medical Education is to prepare the new generations of teachers by meeting their learning needs. The purpose of the article is to provide a theoretical and reflective compilation of the need for university professor training to meet the needs of today's society, to reveal factors that influence not obtaining this training and the difference between the pedagogy implemented for medical students. Respective of the teacher if professionalized. Methods: Observational study, descriptive scope, non-experimental design, data collection through questionnaires in four private and public Ecuadorian higher education institutions that offer medical education, was carried out among professors and students, 2023. We validated the questionnaires from the two groups of respondents. We use graphs and tables to represent the correspondences of the delivery and the perceived importance of the learning outcomes. Results: The response rates are 83% and 73% in the case of students (n=840) and 90% and 79% of teachers in both groups (n=21) (n=102). The results indicate a slight concordance between the indices of the learning results in terms of their importance and delivery and the need for pedagogical competences between teachers and students. Conclusions: The results emphasize the need for a transition and change of pattern in medical education from the delivery of professional knowledge only towards pedagogically prepared practice, patient-oriented teaching methods, as well as the acquisition of pedagogical knowledge as part of the training of medicine teachers.