The discipline of Medical Psychology in the ethical-humanistic education of medical students
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Nápoles Prieto , Yarabel
[1]
;
Rojas Sánchez, Gladys Alejandra
[2]
;
Arturo Puga García , Arturo
[1]
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[1] Universidad de Ciencias Médicas de Sancti Spíritus. Sancti Spíritus, Cuba
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[2] Universidad de Ciencias Médicas de Sancti Spíritus. Sancti Spíritus,
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- Localización: Seminars in Medical Writing and Education, ISSN-e 3008-8127, Vol. 2, Nº. 0, 2023 (Ejemplar dedicado a: Seminars in Medical Writing and Education)
- Idioma: inglés
- Enlaces
- Dialnet Métricas: 47 Citas
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Resumen
Objective: To describe the current situation of ethical-humanistic training through the discipline Medical Psychology at the Faculty of Medical Sciences of Sancti Spíritus “Dr. Faustino Pérez Hernández.”Methods: Non-experimental, descriptive, cross-sectional study with a mixed-methods approach. The sample was stratified and non-probabilistic, consisting of 10 professors, 8 administrators, and 60 students. Results: The diagnosis found the following strengths: the discipline Medical Psychology is integrated into the cross-curricular ethical-humanistic formation within the Medicine curriculum; humanistic values education is established as a priority methodology; the medical-legal curricular strategy is developed; the faculty serves as an example of what is taught in the discipline; students recognize the importance of the formative process. On the other hand, the following deficiencies were found: weaknesses in the direction of ethical-humanistic training in the discipline Medical Psychology; professors need more training to meet the requirements of the medical training model; there are still no comprehensive assessments that emphasize skills and behavior, as well as the interrelation with the main integrating discipline. Conclusions: The discipline Medical Psychology has the potential to enhance the ethical-humanistic education of medical students. Both administrators and students recognize the importance of improving this educational process. However, it was observed that there is no relevant methodology adapted to the formative needs of professors and students
