Critical assessment of Clinical Laboratory topics from the main integrative discipline General Medicine

Abstract

Introduction: It is considered that one of the challenges of the medical university is curricular transformations, so it is important that the designs of the study plans, discipline programs and subjects are in correspondence with social changes.

Objective: To critically assess the Clinical Laboratory topics from the integrative discipline Comprehensive General Medicine that is taught, in the third year, fifth and sixth periods, in the Medicine degree.

Methods: A qualitative pedagogical study was carried out from May to July 2024, at the Faculty of Medicine belonging to the University of Medical Sciences of Camagüey. Of the empirical methods, documentary analysis, participant observation in the teaching-learning process of the discipline, exam results, Education at Work in the form of the teaching-care visit pass, the methodological teaching activities carried out in the discipline, and the teaching experience of the main author of the research over more than 20 years were applied.

Results: The most significant were the limited number of hours to deal with Clinical Laboratory topics, the repetition of content, and not considering the importance of these topics in the midterm and final evaluations.

Conclusions: The critical assessment carried out shows from the identified insufficiencies the need for its systematic improvement in the subject and discipline groups, to make the teaching-learning process more feasible in the new training contexts, to contribute to the achievement of high professional competence in future doctors.