Values education for medical students in Cuba

Summary

The research presented has the general objective of: Proposing a system of actions with a disciplinary approach in the subjects of the Philosophy Discipline that contributes to Values Education in the Medicine career. For this, the following scientific problem was drawn: How to contribute to the strengthening of Values Education in the Medicine career at the UCM Dr. Serafín Ruiz de Zárate Ruiz ”?

The most significant results are given from its theoretical contribution: it is given in the foundation of the integrative approach of the Discipline of Marxism-Leninism not only for this career, but for other careers that contribute to developing Education in Values, which makes the operation of the disciplinary groups in their integration into the various careers. The social significance: it is given in offering a viable alternative to the process of formation and development of values in students, this being a claim of the Cuban Social Project in the current development conditions, as well as the consolidation of the theoretical-methodological work of the groups of disciplines in the training of the university professional.

Introduction

Education is a social phenomenon that has accompanied man throughout his history. This phenomenon occurs from the moment it appears on earth.

Education as a general and eternal category reflects a phenomenon made up of two sides, one the act of transmission of the culture accumulated by humanity and the other as the domain of that culture and its practical and creative use based on individual social progress. so José Martí defines it: “To educate is to deposit in each man all the human work that has preceded him: it is to make each man a summary of the living world, until the day he lives: it is to put it at the level of his time, so that float on it, and do not leave it below its time so it will not be able to float; it is preparing man for life ”.

Values education is currently a topic that occupies society in general and in recent decades the world university community. The arrival to the Third Millennium requires greater efficiency, effectiveness and relevance of the training processes in Higher Education because society created the school and a man with a high technical-professional level and with moral qualities that allow them to guarantee development must return. scientific and social.

The subject, due to its importance, is approached by specialists from different points of view, since it constitutes a very complex problem that can be studied and analyzed from different perspectives and from the different fields of knowledge that comprise it, for example, Education: Psychology, Pedagogy, Philosophy, Sociology and History, among others.

Cuban Higher Education proposes to resolve those insufficiencies that a part of university students show in their social behavior that are far from the Cuban Social Project. Hence, education in values in them has its primary space during the educational teaching process, without overlooking other dimensions of educational work that are also taxed in this endeavor, such as extension and socio-political leadership.

The importance of educating young university students in values is a high priority for the Cuban University, especially when the future of the Revolution itself lies in the Cuban Socialist Social Project, in the ideological and class interests that it defends with a humanist, Martian and Marxist. In this endeavor, values must be identified and formed from the profession because they consider that they integrate and form part of the mobilizing content of the other values of students in different university careers by being present in the premise, foundation and purpose of social behavior. of these students in any sphere of life.

The education in values has recently gained a marked interest in the university community in correspondence with the systematic deepening of the teaching-educational work that is carried out at this educational level in our country. Such situation is presented motivated by different factors among which it is worth noting the influence of international currents that move around the crisis of ethical and moral values that are sustained in the increasingly accelerated development of the world capitalist system, as a result of the deep internal contradictions of the same and that in particular in the underdeveloped countries are manifested in the levels of alienation, corruption, ungovernability, inequality and social injustice; aggravated by neoliberal trends that seek to impose developed countries.

In the case of Cuba, this situation is presented in its own way, to a much more decisive extent due to the influence that the collapse of the Socialist Camp has had in social terms, together with the dire consequences of its sudden insertion in the world market and the intensification of the Yankee blockade and which undoubtedly have an impact on the social order, apart from errors and insufficiencies that could not be rectified in a timely manner.

In line with these challenges, the Ministry of Higher Education reflected in what was called «Comprehensive approach in educational and political-ideological work with students» the fundamental dimensions in which said work must be carried out defined in the curricular, university extension and socio-political life, as well as the main lines of action for the consequent deepening of this work, which has been found, among other ways, for its materialization the elaboration of the so-called Educational Projects.

Values education in Higher Education therefore plays a fundamental role today. Within this context, the training of university students is of first-rate importance due to the growing role that this social sector plays in the social, economic, political and intellectual life of our country.

This claim invites us to reflect on the need to strengthen the disciplinary and interdisciplinary aspects of education as the natural movement of scientific and social development, particularly in the teaching-educational process at the University of CM, so that values education makes real sense..

The research presented is based on the task of educating in values through instruction based on a systemic approach of the Discipline Philosophy in the Medicine career, bearing in mind that today the work of groups of subjects is prioritized and there is no work Discipline is sufficient as an organization and vertical structure in the integration of teaching - educational work for the training of the university professional.

The paradigm on which this research is based is the Marxist one, specifying an essentially qualitative methodology, design and procedure.

In addition, the research contributes how to educate or transmit an educational message from the subjects that make up the Philosophy Discipline, how to achieve a humanistic solution according to political, ideological, philosophical, ethical, and aesthetic values in the education of students from the dimension curricular, according to the role that the subjects of History of Cuba I, II, III, and Philosophy I, II must play. In the study plan of Medicine, from the Faculty of CM.

The education in values seen towards the interior of the disciplines and subjects does not admit to making a definitive cut of the values that each subject is supposed to develop without behind it there is a deep study of why such values and not others, and if These values correspond to the contents of the subjects and in what dimension and level of articulation they are with respect to other subjects, otherwise there is a risk of presenting a system that leads to a vulgarisation or schematization in the curricular development. In the field study it was found that there is no homogeneity in the methodological treatment of the subjects of the Philosophy discipline that can promote a unity between them in relation to education in values.

The theoretical contribution given in the foundation of the integrative approach of the Philosophy Discipline not only for this career, but for other careers of the health profile that contributes to the development of education in values, and with the absence of other subjects of philosophical training it is essential the functioning of disciplinary groups in their integration into the various careers, especially if we bear in mind that the Department of Philosophy is at the central level.

The practical contribution of this research is given in the design of a system of actions with a disciplinary approach that contributes to the education in values from the subjects of the Philosophy Discipline in the Economics career, from the

ETP Faculty, as well as the possibility of being applied in other pedagogical careers, demonstrating the need for the systematization of the theoretical-methodological work of the discipline group.

The social significance is given in a viable alternative to the process of formation and development of values in young people, this being a claim of the Cuban Social Project in the current conditions of development, as well as the consolidation of the theoretical-methodological work of the groups of disciplines in the training of the university professional, becoming the fundamental cell of action of the service delivery departments.

Development

The proposed actions are teaching, methodological, theoretical, didactic, practical, investigative, self-improvement, extracurricular activities, teacher-teacher, teacher-student and teacher-manager exchange workshops in Medicine, and a comprehensive general and application culture that They happen in the form of a pedagogical process that activates the thinking in a creative, creative and entertaining way of the participants to facilitate the disciplinary integration of the Philosophy I, II subjects that contribute to education in values.

Both the objective and the future projection of these actions have a developer character as befits any contemporary improvement system, so that each action contributes to systematizing practical skills that specify a project of professional, curricular, extracurricular and socio-humanistic improvement as appropriate for the purposes of Cuban Higher Education.

Hence the need arises to propose a system of actions with a disciplinary approach in the subjects of Philosophy that contributes to education in values in the Medicine career.

PURPOSE OF THE ACTION SYSTEM

- Achieve a systematization of the theoretical-methodological work of the group of Discipline Philosophy in relation to education in values in the Medicine career, from that of the Faculty of Medicine.

DIRECTIONS OF THE ACTION SYSTEM

Inside the Discipline Philosophy:

1-: Systematization of the activities of the Discipline Collective, prioritizing the holding of scientific and methodological workshops that promote disciplinary integration in relation to the treatment of education in values.

Towards the Collective of Medicine career:

Propose methodological workshops that contribute to the development of interdisciplinarity in the treatment of education in values. Promote methodological advice from professors of Philosophy to the Medicine career group for curricular, extracurricular and socio-political work in relation to education in values. Joint research projects of the Department and the Philosophy Discipline Collective with other Departments and Disciplines of the Medicine career that promote the integration of disciplines in relation to education in values.

Towards the Second and Third Year Collectives of the Medicine career 1. Conceive and develop the work of the year in relation to the education in values contemplated in the Educational Project.

To stimulate the participation of students in the Scientific-Student Forum with joint investigative work that fosters an integrating vision of the First, Second and Third Year Groups.

The actions complement and favor the execution of the contents they contain, as they are all aimed at meeting the satisfaction of educational and cognitive needs.

Inside the Discipline Philosophy:

Objective: to systematize actions that contribute to disciplinary integration in Philosophy subjects in relation to values education in the Medicine career.

The system is organized based on the systematization of the activities of the Discipline Collective, prioritizing the holding of scientific and methodological workshops that promote disciplinary integration in relation to the treatment of values education. The design is conceived with emphasis to respond urgently to the diagnosis of needs and, in turn, enable the decisive and unanimous participation of all those involved.

It is evident that systematizing the activities of the Philosophy Discipline Collective becomes the most important action in order to articulate and integrate the different subjects that make up the discipline for the treatment of education in values. The Philosophy Department and each Subject Group must put their teachers, development plans and programs in order to systematize the activities of the discipline group to meet these requirements.

For this reason, it is necessary to dialogue with the directors of the Department of Philosophy, heads of Subject Groups and teachers of the different subjects that make up the discipline to sensitize them to the need to achieve the systematization of theoretical-methodological work in relation to education in values of this Collective, whose work will benefit beneficially in the curricular, extracurricular and socio-political work.

They should also propose common themes to the subjects of the discipline that contributes to overcoming the existing theoretical-methodological division.

To achieve this purpose it is necessary to designate a facilitator for each subject that must fulfill the following functions:

Guarantee group activities of the discipline group. Facilitate the incorporation of the contents acquired in the work of the discipline group. Follow up on the learning process of each teacher / student through the workshops. Use the meetings of the subject groups and collective discipline, assemblies, other meetings and activities to exercise what has been studied.

The scientific and methodological workshops will have the purpose of seeking the disciplinary approach in which methodological, theoretical, didactic and scientific elements will be addressed in which values education is promoted. These workshops must be compulsory for the teachers of the different subjects and will be held during each school year (in 8 months) in 8 workshops, at the rate of one monthly, each lasting 4 hours (for 32 hours), an initial teaching activity for the diagnosis and approach of the topic (in 4 hours duration) and the last closing teaching activity (in 4 hours duration) for a total of 40 contact hours. In addition, independent works are oriented to be carried out in 12 non-contact hours per month to prepare didactic and methodological materials on the subject of that month (for 96 hours),for a total of 136 hours.

Through this action it will be possible to complement the theoretical bases and develop a comprehensive knowledge and critical analysis in each of the planned activities to achieve the interpretation, analysis and integration of the contents. The thematic contents that are developed in the workshops will be treated with the principle of using integrative approaches, creating academic spaces.

In addition, didactic activities will be developed that encourage and support teamwork, consensual decision-making when possible, and disciplinary cooperation.

The forms of organization are through workshops, depending on the different themes and contents, and the final evaluation of the scientific workshops consists of evaluating an independent work prepared based on these objectives. The strategy of the proposed workshops is a feasible, achievable project that begins as a pedagogical modality from easy to difficult. Its methodological order complies with criteria for updating fundamentally technical content, both from a theoretical point of view and from its practical application.

Topic No. 1: Problems of contemporary Higher Education.

Topic No. 2: Values education as the central axis of Cuban Higher Education.

Topic No. 3: Need for disciplinary integration in contemporary Higher Education.

Topic No. 4: Marxism-Leninism: integrative and systemic science

Topic No. 5: Contributions of the subject Philosophy and Society I to the disciplinary approach of Marxism-Leninism.

Topic No. 6: Political Economy as an integral part of Marxism-Leninism. Topic No. 7: Socialism of the XXI century and its link with the other subjects of the Philosophy Discipline.

Topic No. 8: Social Problems of Science and Technology and Marxism-Leninism

All these themes are present in the actions designed and are complemented to contribute to the disciplinary approach that enhances education in values.

STRUCTURING OF CLASSES IN THE FORM OF WORKSHOPS (WORKSHOP

No. 1, Topic No. 6, as an example):

Duration: 4 hours Objectives:

Introduce the workshop methodology. Promote a favorable climate for exchange in which interpersonal relationships based on affection prevail. Promote critical, self-critical evaluations and cooperative work. - Analyze and process the concerns, interests and needs of teachers with a view to organizing the next workshops. Introduce and develop the objectives of the Workshop Study Program developing the knowledge system addressed by topic 6.

Initial stage:

Teacher actions:

The greetings begin and different topics are discussed. Attendance is recorded. Some opening technique is developed. It can be the telegram, the cross presentation, the ball, the colors, among others.

Objectives: To favor relaxation.

Driving:

The teacher invites to develop the technique promoting communication between teachers. At the end he asks them how they felt and if they have suggestions for the next activities. The technique of searching and socializing information by interest is developed.

Goals:

Enhance motivation for scientific, cultural, political, sports information, etc. Promote personal relationships based on affection.

Driving:

The teacher invites the teachers who sought the information to socialize it by asking the following question: What motivated them to select this type of information? Once the teachers present their evaluations of the selected information, the plenary debate is held. The teacher addresses the plenary by asking the following questions: What do you think or how would you act regarding the information that has been socialized? How does it affect your socio-professional development? What do you suggest for the next activities? The activity is evaluated by asking the group for criteria.

Approach stage of the topic:

Teacher actions:

The teacher dialogues with the teachers about the contents developed in the previous workshop, and can ask the following questions: What were the essential contents developed in the previous workshop? What opinions do you deserve these contents once they delved into them? - The task oriented in the previous workshop is checked and evaluated together with the teachers. Questions are clarified. The topic, issue, objectives and knowledge system are raised. Topic No. 6: Political Economy as an integral part of Marxism-Leninism.

Goals:

Offer a general and broad vision of the link between: Political Economy and the other subjects of the Philosophy Discipline. Interpret from a Marxist, Third World perspective, the changes that have taken place in contemporary capitalism, demonstrating its class nature and the trends of its development. historical.Explain the essential theoretical knots raised in the knowledge system proposed for topic No. 6. The following question can be asked once the contents are explained: Is there any relationship between these contents and the knowledge acquired in other subjects and disciplines ? Reference is made to the bibliography to be used and the treatment of the contents in it. Teachers are invited to the following activity in which the knowledge system will be studied in depth.

Preparation and discussion stage:

Teacher actions:

Develop the Text Analysis technique or others according to the conditions and characteristics of the group of teachers.

Goals:

Promote criticism, self-criticism and cooperative work from an emotional-value dimension.

Conduction: The teacher forms the subgroups based on the criteria that he considers pertinent, assigning to each subgroup a bibliographic material so that they carry out the discussion based on a PNI (the positive, the negative and the interesting). Materials: In this case the following materials were used:

García Francisco, Campo Matilde and others. Lessons of Political Economy of Capitalism, IT and T II (1st and 2nd part). From Llano E. »Imperialism, monopoly capitalism».

Other materials provided by the teacher can be used to polemicize about the topics covered in the workshop. The amount of materials depends on the objectives that the teacher sets for them and on the number of subgroups created.

The activity is verified by observing the work of the subgroups and the ways in which they reach consensus. The teacher invites each subgroup to present their task, and this exposition can be guided by formulating some questions if necessary: What did the subgroup reach consensus on? in relation to the assigned task? What problematic situations were detected in the material and what solution routes did the subgroup propose? We proceed to work in plenary, formulating the following questions to guide the debate. These questions may be optional depending on the teacher's consideration and the technique that is developed.How would the rest of the group act in a similar situation? Why? - How has what has been debated in the subgroups in relation to Political Economy and its theoretical-methodological integration with the other subjects that make up the Philosophy discipline contribute to Education in Values? He has debated in the workshop to change his points of view and his attitudes in relation to Political Economy and its theoretical-methodological integration with the other subjects that make up the Philosophy discipline to pay tribute to Education in Values? How does criticism, self-criticism and cooperative work in your professional development?self-criticism and cooperative work in your professional development?self-criticism and cooperative work in your professional development?self-criticism and cooperative work in your professional development?self-criticism and cooperative work in your professional development?

Closing stage:

Teacher actions:

Theoretical generalizations are made based on what has been agreed with the group, paying attention to the fulfillment of the objectives proposed in the stage of approaching the topic, enabling the joint evaluation of the workshop in which the students intervene about the cognitive results and their own participations, also promoting student self-evaluation, co-evaluation and hetero-evaluation. List the bibliography for independent study and if the teacher considers it necessary to guide tasks. For example:

Integrate the knowledge of: Political Economy to the general knowledge on the other subjects. It can be done in teams, dividing according to the subjects taught by each teacher. In this way the disciplinary integration, the professional development of each member of the group would be being fulfilled and the Education in Values would be promoted.

Consult the following bibliography:

Castro Fidel. Writings and speeches. García Francisco, Campo Matilde and others. Lessons of Political Economy of Capitalism, IT and T II (1st and 2nd part).Guevara Ernesto. Writings and Speeches. Torres Cuevas, Eduardo and others. Liberalism in the historical evolution of Latin America and Cuba.I. Lenin - Selected works in three volumes.

The student can select other materials and then submit it to the group for consideration when they check the tasks of Workshop No. 6.

He says goodbye with some evaluation technique. For example: say in a word how they felt in the activity. (PNI).

Objective:

Redirect the next workshops.

Have an appreciation of how the closing workshop has passed.

Towards the Collective of Medicine career:

Objective: Systematize actions that contribute to the interdisciplinary approach in the disciplines that make up the Medicine career in relation to education in values

In the Career Collective the disciplines are specified. It would be necessary to consider the role that Marxism-Leninism plays in the race around education in values. It is evident that the Philosophy Discipline plays a centralizing, coordinating role and as the main axis so that education in values is promoted in the Medicine career as it is the discipline that pays the most in this regard.

First action: Propose methodological workshops that contribute to the development of interdisciplinarity in the treatment of education in values.

These workshops will be held over three months in an equal number of workshops, at the rate of one topic per month, each lasting 4 hours (for 12 hours) and a closing teaching activity (lasting 4 hours) for a total of 16 contact hours. In it, didactic, theoretical and methodological materials corresponding to the theme of that month can be prepared.

In them, the contributions of Marxism-Leninism to the training of Health professionals will be analyzed and debated from an integrative and multidisciplinary perspective, since this is the discipline that most contributes to education in values, as we refer in Chapter 1 of this investigation.

The workshops will be organized according to the different themes and contents.

In the scientific workshops the topics will be deepened:

Topic No. 1: Problems of contemporary Higher Education.

Topic No. 2: Values education as the central axis of Cuban Higher Education.

Topic No. 3: Need for disciplinary integration in contemporary Higher Education

For this, it is proposed to use the same design of the workshops, with their organization and content, proposed in Annex No. 21, but only the one corresponding to the first three topics.

The professors of the different disciplines of the Medicine career, as well as those of the Collective of Philosophy, must carry out these workshops together to support from the curriculum a set of basic knowledge for the integral development of the student, especially in the employment of their professional preparation, to achieve the necessary competencies and skills that guarantee the success of professional development in future graduates of the academic program. The rest of the disciplines will incorporate objectives and content related to education in values with an interdisciplinary focus on both methods and content.

The action will incorporate concrete forms of organization of academic activities, both theoretical and practical, that actively and participatively link teachers / students, guaranteeing the quality of their pedagogical and professional training.

Second action: Promote methodological advice from teachers Philosophy to the Medicine Career Collective for curricular, extracurricular and sociopolitical work in relation to education in values.

Third action: Develop joint research projects of the Department and the Philosophy Discipline Group with other Departments and Disciplines of the Medicine career that promote the integration of disciplines in relation to education in values.

Towards the First, Second and Third Year Collective of Medicine career.

- Objective: Systematize actions that contribute to the interdisciplinary approach in the subjects that make up the First, Second and Third Years of the Medicine career in relation to education in values

First action: Conceive and develop the work of the year in relation to education in values contemplated in the Educational Project:

Second action: Stimulate the participation of students in the Student Scientific Forum with joint investigative work that fosters an integrating vision of the First, Second and Third Year Groups of the Medicine career.

Conclusions

The system of actions presented has a systemic-structural conception of its different components. As well as the horizontal and vertical integration of the Philosophy Discipline for the Medicine career It takes into account not only the educational needs, but also the cognitive needs of the student, since through the contents of the subjects that make up the Philosophy Discipline we can contribute to developing critical and reflective thinking in our students. The education in values is promoted from the Power to Be and not from the Duty to Be. It proposes to rely on the knowledge of the rest of the disciplines that students of the Medicine career receive, and in this way they can value them and become aware of the needs of an increasingly socio-humanistic approach to them.

Bibliography

Álvarez, N.; Cardoso, R.; Moreno, M. (2000) Education in values of the university student through the teaching-educational process. Universidad 2000. Havana.Ander Egg E. (2001): The workshop, an alternative for pedagogical renewal. Ed. The Magisterium of Río de la Plata. Buenos Aires.

Arnaz, J. (2000): Values training for teachers. Notes for a program. (in magnetic support). Arteaga, S. (1999): Proposal of an educational strategy for the work of formation of values in the middle and higher level. Santa Clara. Master's Thesis. ISP Félix Varela.Arzola Medina, S. "Education in values as a requirement of modern society", in: "Magazine Educational Thought", Volume l8, July l996. Pontificia Universidad Católica de Chile, Faculty of Education.Baxter Pérez, E. (1990): The formation of values. A pedagogical task. Havana. Ed. People and Education.

____________ (2007): The formation of values. A challenge in today's society. Paper presented at Pedagogy 2007. Meeting for the unity of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Gallardo López, T. (2004): Values education in the business context from the University-Business link: Towards a model for overcoming managers. UCLV. Velásquez Licea, E. (2007): Towards a theoretical-methodological conception of the formation of values. Paper presented at Pedagogy 2007. Meeting for the unity of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.

Suárez, C. (2002): The formation of values in university students. Annual Research Report. Higher Education Studies Center. Eastern University.

Ministry of Higher Education. "Integral approach in the educational and political-ideological work with the students". MONTH. Havana.

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