In service training and the reinforcement of values in medical students
LETTER TO THE EDITOR

 

In service training and the reinforcement of values in medical students

 

La educación en el trabajo y el reforzamiento de valores en los estudiantes de Medicina

 

 

Lliliam Artiles Duarte, Lourdes María Jaime Valdés, Milagros Rodríguez Cárdenas

Villa Clara University of Medical Sciences. Cuba.

 

 

To the editor:

Although in the bibliographic review carried out by the authors for the writing of this letter, there was an abundance of articles on in service training and its role in the formation of values in the students of the Medicine career; it is necessary to emphasize the special significance of the topic since the link between study and work contributes to the development and improvement of essential values in future graduates.

It agrees with Hodelín Tablada et al.1 who consider cardinal training in values to be carried out through the organizational form of teaching in service training in educational settings as dissimilar as hospitals, clinics, doctor´s offices, and other medical care centers. Working practice allows the development of moral qualities of students.

It is in the care activity where the objectives of the training of human resources in health are reached, according to Serra Valdés,2 as this is the ideal way to establish the theory-practice relationship, maximum expression for learning, and consolidate knowledge, skills and values and develop the capacities for decision making.

There is a system of values for each society and historical moment in which it lives and it is fundamentally the result of social relations. Values only acquire meaning in relation to man: its life, education, health, well-being, that is, in everything that contributes to the satisfaction of its spiritual and material needs.

Values have a practical function that regulates human activity. The evaluative attitude starts from practice and transforms its results into knowledge and projects that allow regulating and transforming the social practice. Education is a process of "transmission" and "construction" of values and, therefore, a suitable way to gain awareness about the issues that affect humanity and create appropriate behavior patterns. Moral education is the formal and informal human activity that aims to change the moral quality of behavior.3

In line with the above mentioned, the authors of this letter attach special significance to the need to contribute as teachers to the formation and reinforcement of values in medical students through the in service training, given its nature as a main activity for man; no doubts, it is the ideal setting, especially in the medical sciences where the profound humanism of the work environment itself exerts a powerful positive influence on the formation of the personality of the graduate that our society demands. If the teachers consciously guide their students through their own work activity in such a way that they develop the moral qualities of their profession, the result will be of an invaluable personal and social benefit.

Human value means the socially positive significance that the phenomena and objects of reality possess; which plays an effective role in the development of society. To establish pedagogy in values in Cuba is to educate man so that it´s guided by the real value of things.4

On the other hand, Salas Perea et al.5 point out: "... the current level of development of contemporary medicine increases the humanization and moral responsibility of health professionals, problematized by the scientific explosion of knowledge and technologies, the development of multiple specialties and the need to organize work in health in multidisciplinary and transdisciplinary teams".

In the methodological spaces of the careers, whether they are year teaching staffs, subjects teaching staffs, methodological meetings, etc. they must constitute obligatory questions: what values should be formed? How to do it? How can we check the progress made in their formation? A professional with solid moral values is in a position to use the scientific knowledge he has been able to acquire at a higher level and his performance will be even better.1

Health ethics cannot only be learned in the classroom, but also in and through work in the health service and the community. In its academic education, the learner starts from the concrete elements of health problems in social practice.6 In service training contributes to forming a fair conception and creating work needs and interests, thus generating a feeling of satisfaction and awareness of the benefits that the profession brings to the community and to society, and humanism is materialized as a moral quality towards people.

 

Declaration of interests

The authors declare no conflict of interest.

 

BIBLIOGRAPHIC REFERENCES

1. Hodelín Tablada R, Fuentes Pelier D. El profesor universitario en la formación de valores éticos. Educ Med Super [Internet]. 2014 [citado 9 Oct 2017];28(1):[aprox. 11 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412014000100013

2. Serra Valdés MA. El trabajo educativo en la Universidad de Ciencias Médicas en el contexto histórico actual. Rev Haban Cienc Med [Internet]. 2013 [citado 9 Oct 2017];12(4):[aprox.11 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1729-519X2013000400016

3. Díaz Velis Martínez E, Ramos Ramírez R. Reflexiones orientadoras sobre la Didáctica Especial en las asignaturas clínicas. EDUMECENTRO [Internet]. 2013 [citado 9 Oct 2017];5(1):[aprox. 11 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742013000100006&lng=es&nrm=iso&tlng=es

4. Cañizares Luna O, Sarasa Muñoz N. Reflexiones acerca de la didáctica de los valores ético morales en la carrera de Medicina. Educ Med Super [Internet]. 2013 [citado 9 Oct 2017];27(4):[aprox. 7 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412013000400007

5. Salas Perea RS, Salas Mainegra A. La educación en el trabajo y el individuo como principal recurso para el aprendizaje. EDUMECENTRO [Internet]. 2014 [citado 10 Oct 2017];6(1):[aprox. 14 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742014000100002

6. González López L, Ramírez Oves I, Castañeda Pérez A, González Gallardo G. Nivel de satisfacción con la educación en el trabajo de la carrera de Psicología en Villa Clara: Educ Med Sup [Internet]. 2015 [citado 10 Oct 2017]:[aprox. 10 p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412016000300005

 

 

Submitted: November 21 2017.
Accepted: May 17 2018.

 

 

Lliliam Artiles Duarte. Villa Clara University of Medical Sciences. Cuba. E-mail: lliliad@infomed.sld.cu

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