El enfoque comprensivo edificador en la docencia de la asignatura filosofía a estudiantes de medicina

• Autores: Arianna Carrazana Liriano
• Localización: Revista de educación y pensamiento, ISSN 1692-2697, Nº. 30, 2023 (Ejemplar dedicado a: REVISTA EDUCACIÓN Y PENSAMIENTO V30), págs. 26-33
• Idioma: español
• Títulos paralelos:
  • The comprehensive edifier approach in the teaching of the philosophy subject to medicine students
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• Resumen
  • español

    Ante el reto de formar profesionales de la salud eficientes, humanistas, críticos y comprometidos profesional y socialmente se requiere de enfoques no tradicionales que permitan un acercamiento a sus subjetividades. Impartir docencia de calidad que forme además de instruir requiere de la búsqueda constante de herramientas educativas que faciliten este proceso. El enfoque comprensivo edificador posee herramientas apropiadas para garantizar que la asignatura filosofía consiga un proceso formativo que supere lo instructivo y devenga en la formación de sujetos.Faced with the challenge of training efficient, humanistic, critical and professionally and socially committed health professionals, non-traditional approaches are required that allow an approach to their subjectivities. Providing quality teaching that trains as well as instructs requires the constant search for educational tools that facilitate this process. The edifying comprehensive approach has appropriate tools to guarantee that the philosophy subject achieves a formative process that exceeds the instructive and results in the formation of subjects.

  • English

    Faced with the challenge of training efficient, humanistic, critical and professionally and socially committed health professionals, non-traditional approaches are required that allow an approach to their subjectivities. Providing quality teaching that trains as well as instructs requires the constant search for educational tools that facilitate this process. The edifying comprehensive approach has appropriate tools to guarantee that the philosophy subject achieves a formative process that exceeds the instructive and results in the formation of subjects.