Educational diagnosis and pedagogical handover report: definitive moments for the comprehensive educational work project


Educational diagnosis and pedagogical handover report: definitive moments for the comprehensive educational work project

Diagnóstico educativo y entrega pedagógica: momentos definitivos para el proyecto de trabajo educativo integral


Liuva Cabrera Chaviano1*
Caridad Casanova García1


1Villa Clara University of Medical Sciences. Cuba.


*Author for correspondence. Email:



Submitted: 6/12/2018
Accepted: 29/01/2019



To the editor:

We appreciate the inclusion in your journal of the article: Relevance of educational diagnosis and intervention strategy to enhance the development of the group.(1) Although it is a topic repeatedly addressed, it is always controversial due to various factors, including the so-called educational influences that converge on the student shaping its personality in the intrauniversity and extrauniversity fields in which it develops.

We agree with their authors -who have experienced the difficult and sometimes undervalued work of the pedagogical guiding teacher- regarding the necessary realization of more personalized educational projects. The established or expected is not that the pedagogical guiding teacher is the one who elaborates them, but to conform them according to the proposals and more coherent expectations of the group and/or individual reality of its members, reflected in the educational diagnosis.

The mention of the pedagogical guiding teacher as protagonist makes us think about his solo work; Merit and success would be shared if the so-called educational teams were to function.

The mentioned article1 shows an example of that daily reality, so necessary that it seems a trivial topic for those who forget that the strengthening of educational work, as it is expressed, is a priority that can favor or be detrimental to the rest of the substantive processes of the university as a training center.

Although an evaluative approach is carried out on the importance of the pedagogical handover report of a group that continues in the next academic year and its benefits for the pedagogical guiding teacher, they do not refer to the value of the documents that are derived from it; mainly from the one that collects the comprehensive evaluation of the student and it´s located in its cumulative file. They provide information on the strengths, weaknesses and unexplored potentials, which are sometimes wasted in approaching the extension dimension for artistic or sports talent that sometimes it´s not motivated due to lack of adequate stimulation through concrete actions.(3,4,5)

There is also no reference to the moment of exchange with the previous pedagogical guiding teacher as a personal and primary source, that depending on its perceptive capacity and its expertise in these functions, (6,7) can become a key informant; especially when talking about two groups that were merged.

The organizational processes of university life are extremely complex; but to some extent they could be favored in greater harmony if there were considered the contributions that an adequate pedagogical handover report can offer, that includes the evolution of a psychopedagogical diagnosis consciously made, not only for the elaboration of the project of comprehensive educational work of the new brigade, but in function of the own planning of the educational process.(8)

Sometimes the value of the group cohesion reached and the results obtained have not been considered; although it is well known that we are all exposed to constant changes, let us not forget the impact they can have on the development process at this stage of students´ life.

The authors of this letter recognize the scientific-pedagogical approach of shared experience1 and assume it as study material for the continuous improvement that demands to guide groups of students who, upon graduation, have the enormous responsibility of influencing the improvement of human health.



1. Paz González SA, Machado Machado Y, Ramírez Oves I, Santiesteban Pineda DM, Méndez Rodríguez M. Pertinencia del diagnóstico educativo y la estrategia de intervención para potenciar el desarrollo del grupo. EDUMECENTRO [Internet]. 2017 [citado 27/10/2017];9(3):[aprox. 17 p.]. Disponible en:

2. Sosa Martínez LI, Espinosa Arencibia A, Corne Carmenate R, Corne Sosa E, Reyes Corne M, Leal Felipe M. Acciones para reforzar los valores responsabilidad y humanismo en los futuros profesionales de la salud. EDUMECENTRO [Internet]. 2016 [citado 31/10/2017];8(1):[aprox. 14 p.]. Disponible en: -28742016000100008

3. Rodríguez Fernández N, Leal García E, Menéndez Pérez M, Bermúdez Alemán E, Pérez Obregón BR, Fernández López J. La internacionalización de la cultura: contribución a la formación integral de profesionales de la salud. EDUMECENTRO [Internet]. 2015 [citado 31/10/2017];7(1):[aprox. 12 p.]. Disponible en:

4. Armas Álvarez MO, González Armas SE. La gestión de la extensión universitaria como elemento que tributa a la integralidad en la formación del profesional de Cultura Física. [Internet]. 2013 [citado 26/09/2017];18(184):[aprox. 10 p.]. Disponible en:

5. Rivera Oliva R, Coniel Linares E, Díaz LÁ, Hernández Cruz D, Mena Martínez G. Caracterización de las actividades extensionistas físico recreativas en estudiantes de Ciencias Médicas. Rev Ciencias Médicas de Pinar del Río [Internet]. 2014 [citado 20/10/2017];18(4):[aprox. 9 p.]. Disponible en:

6. Hodelín Tablada R, Fuentes Pelier D. El profesor universitario en la formación de valores éticos. Educ Med Super [Internet]. 2014 [citado 03/10/2017];28(1):[aprox. 11 p.]. Disponible en:

7. Serra Valdés MA. El trabajo educativo en la Universidad de Ciencias Médicas en el contexto histórico actual. Rev Haban Cienc Med [Internet]. 2013 [citado 27/10/2017];12(4):[aprox. 14 p.]. Disponible en:

8. Arriaga Hernández M. El diagnóstico educativo, una importante herramienta para elevar la calidad de la educación en manos de los docentes. Atenas [Internet]. 2015 [citado 25/10/2017];3(31):[aprox. 14 p.]. Disponible en:



Declaration of interests

The authors declare no conflict of interest.



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