PEDIATRIC SEMIOLOGY AS A STRUCTURING CONTENT IN THE TEACHING-LEARNING PROCESS OF PEDIATRICS IN MEDICAL TRAINING.

SEMIOLOGÍA PEDIÁTRICA COMO CONTENIDO ESTRUCTURANTE EN LA FORMACIÓN DEL MÉDICO

Abstract

Medical education gives priority to consolidate the teaching of the clinical epidemiological method in health problems. Pediatric contents in medical education become important because children face quantitative-qualitative variations in the different stages of their lives, which confer a special character to pediatric semiology. The conception of the current treatment of pediatric semiology content in medical training does not provide enough theoretical and practical tools for the teaching-learning process of Pediatrics, this is limited to a subject and the potentialities offered by other subjects of the curriculum that are integrated to the main integrating discipline are ignored. The objective is to elaborate a didactic conception for the treatment of the pediatric semiology content in the teaching-learning process of Pediatrics in the Medicine career. The didactic conception is argued from the role played by the pediatric semiology content, which emerges as structural content in relation to the pediatric content and becomes in turn an inter and intradisciplinary structuring content whose selection and sequencing allows achieving higher levels of assimilation in the teaching-learning process of Pediatrics in the initial training and turns students into true protagonists of a developmental learning that intervenes in the education of their personality and in their professional future, by becoming an authentic way to favor the development of clinical-pediatric thinking and professional ethics.