The Development of Reflective Learning from the Medical Genetic Subject

Abstract

Reflexive learning guarantees the active and creative appropriation of knowledge by preparing the student to solve the problems of the profession. The paper aims to: design a didactic strategy aimed at the development of reflexive learning in the second year students of the medical school of the Faculty of Medical Sciences of the province of Sancti Spíritus An experimental study was carried out in the period of January From 2016 to July 2016. The population was 296 students attending Medical Genetics, and the sample was from a group (29). Theoretical methods were used: inductive-deductive, historical-logical and analytical-synthetic; And empirical: documentary analysis, survey, and statistical-mathematical methods. It was found that the design and formulation of the objectives did not facilitate the orientation to achieve them successfully; In addition, the tendency to favor the reproductive assimilation. The didactic strategy aims at the development of reflective learning. It allows, stimulates reflexive learning, makes it possible for content to be studied in its contradictions, facilitates the search, questioning and implementation of procedures. It fosters the theory-practice link and gives a leading role to students in their learning process.