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Anales de la Facultad de Ciencias Médicas (Asunción)

versión impresa ISSN 1816-8949

An. Fac. Cienc. Méd. (Asunción) vol.52 no.3 Asunción dic. 2019

https://doi.org/10.18004/anales/2019.052.03.13-016 

Articles

Curricular Innovation in the Faculty of Medical Sciences. Three years after implementation

Celeste Aparicio de Real1 

1Universidad Nacional de Asunción, Facultad de Ciencias Médicas, Dirección Académica. San Lorenzo, Paraguay.


Almost 70 years have passed since the last profound change in degree training in the medical career of the FCM / UNA. In view of the need for reforms required by the National Agency for Evaluation and Accreditation in Higher Education (ANEAES) in the visit of the evaluation peers in 2011, the Curricular Innovation Project began in 2012. This project was carried out with the support of an external consultancy and the participation of representatives from all levels at the institution: Authorities, Professors, Teaching Assistant and Students 1.

The design and installation phase culminate in 2015. Subsequently and after an adjustment process, the implementation phase begins in 2016 beginning with the Propedical Course of Admission to Medicine (CPAM) 1-4.

The years 2015 and 2016 were years of many conflicts within the university, which led to jeopardizing the survival of a mesh whose budget cost was totally cut by the government, leaving the CPAM students without the possibility of entering the be this course necessarily articulated with the new approved plan. In addition to limiting the survival of the mesh, the budget cut meant a condemnation regarding the new accreditation that was expected for that year 2017 and already with a year of delay in the visit of the evaluation peers of the ANEAES. Even so, the new innovative curriculum plan survived all internal and external attacks and we achieved accreditation in the national and regional model. With this milestone we have begun to move from a conventional curriculum focused on information and content to another that emphasizes the development of cognitive abilities, critical thinking, self-management, argumentation, teamwork, synthesis and analysis and social responsibility. With the incorporation of a research axis, the new curriculum prepares the student from the first year in information management, ICT, medical informatics and scientific methodology. This training in research already in the career and not as a postgraduate option, will result in the scientific production of our future doctors and even our teachers 5,6.

There is still much to adjust, much to correct, adapt and improve. But when it costs to walk, we cannot stop doing it and sit down and watch others move forward. A long journey begins with a single step. Although it costs, we must keep moving forward. And all together, as a Faculty of Medical Sciences and as committed teachers.

Toast to the perseverance of Professors and students who decided to bet on innovation. For those who did not give up when things got tough because they had a mission and a port to reach. For those who understand that a single step does not take you to your destination but takes you out of the inertia in which you are (7).

REFERENCIAS BIBLIOGRAFICAS

1. Resolución Nº 709/2011 de la Facultad de Ciencias Médicas - UNA. 2011. [ Links ]

2. Resolución Nº 609/2012 de la Facultad de Ciencias Médicas - UNA. 2012 [ Links ]

3. Resolución Nº 57/2016 de la Facultad de Ciencias Médicas - UNA. 2016 [ Links ]

4. Resolución Nº 2071/2014 de la Facultad de Ciencias Médicas - UNA. 2014 [ Links ]

5. Plan curricular 2015. Facultad de Ciencias Médicas - UNA. 2015. [ Links ]

6. Documento de acreditación en modelo nacional. Facultad de Ciencias Médicas - UNA. 2019. Disponible en www.med.una.py. [ Links ]

7. Documento de acreditación modelo arcusur. Facultad de Ciencias Médicas - UNA. 2019. Disponible en www.med.una.py. [ Links ]

Received: September 18, 2019; Accepted: October 17, 2019

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