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In this paper reflections related to the pedagogical process of postgraduate in the medical specialization, made by the authors after having read the essential statements in the article "Reflections on the Final Paper of th e Specializations", published by Medisur. A deep analysis of the above-mentioned work raised the need to expose, in a synthetic way, some particular considerations about the topic, not aimed at replying, but with the purpose of clarifying some invariant issues corresponding to the object of study in which it is inscribed, in this case the pedagogical process of postgraduate in specialization, its purposes and essential characteristics according with the most updated theoretical studies about the theme, from which some answers to the questions made by the author of the cited publication are derived. [ABSTRACT FROM AUTHOR]

Curriculum transformation in the university majors in Ecuador has generated a growing concern for studying different aspects of interpersonal communication in the teaching-learning process. This paper is aimed at presenting a system of methods for interpersonal communication in the teaching-learning process. The proposed system supports the possibilities offered by the problem methods at different phases of the teaching-learning process, which is achieved by promoting dialogue, cognitive and affective exchange among all those who participate, share and contribute to the learning of others. The system of methods for interpersonal communication in the teaching-learning process suggests a change in the teacher's role and in the way in which this process is conceived and developed. Due to its didactic nature, it is a system which explains interpersonal communication as the center of the teaching-learning process. [ABSTRACT FROM AUTHOR]

Cuban educators conceive programs and processes using the cultural-historical approach to human development, since this is the theory that, thanks to its founder Lev Semiónovich Vygotsky, could overcome the approaches that fragmented the analysis and understanding of the human development. Such currents of thought hyperbolized the different conditioning factors of this development and ignored the dialectical relationship between them in terms of personality formation and development, its processes, and properties. By using the conceptual and methodological apparatus of dialectical materialism, Vygotsky developed different concepts: the genetic law of development (internalization), the zone of proximal development, the social situation of development, the mediated nature of mental processes, as well as the concept of lived experience, and the relationship between education and development. The aim of this paper is to highlight the importance of the cultural-historical approach in the pedagogical process carried out in graduate medical education, specifically in the Comprehensive General Medicine specialization. For this purpose, we conducted a theoretical and methodological systematization with important implications for a practice conceived with an emerging vision based on the invariant core of the cultural-historical approach that prevails over traditionalist practices and increases the multiple potentialities of the training of these professionals in our medical universities. [ABSTRACT FROM AUTHOR]

Historically, the bodies responsible for designing the curricula in our country have included the English discipline in them and have conceived graduate profiles covering elements that require knowing this language. They have invested in the training of teachers, the reproduction of materials, methods designed abroad by native English-speaking specialists, and some sound reproduction equipment in line with the economic resources of the country. More recently, various Cuban authors specialized in English language have been asked to design the basic materials used to teach the courses in the program. The efforts made over the years have yielded some results, although they could be qualitatively superior. This paper presents a reflection on some elements that still hamper the achievement of better results. [ABSTRACT FROM AUTHOR]

This paper presents a historical review of the contribution of the Dr. Gustavo Alderguía Lima Hospital to the emergence and development of higher medical education in Cienfuegos, emphasizing on the early stages. It highlights the fact that, true to the provincial tradition, everything was organized, implemented and developed with our own professionals. It includes some events that demonstrate the role played by this institution, its faculty, workers in general, and undergraduate and graduate students in achieving better health and education in the province, as well as the integration with other institutions. A group of difficulties and challenges in the field of teaching faced by the hospital for almost four decades is also discussed. It is argued that the university hospital of the future in Cienfuegos must be based on the general policies of our health system, but adapting them to the local context to be consistent with Marti's dream "with all and for the good of all", bearing in mind that we have to fulfill the mandate that the hospital must be "a symbol of the health, life, and happiness of the people of Cienfuegos" and that "it is impossible to close the doors". [ABSTRACT FROM AUTHOR]

Localities are increasingly contributing to the socio-economic development of the country in a moment when its dynamics is marked by the rapid development of science and technology. In this scenario, universities play a major role as a local pillar capable of promoting knowledge management and innovation to achieve regional development. This paper presents some considerations on knowledge management at the service of community health in line with the transformations and changes that have occurred in higher medical education in recent decades, and taking into account that community work improves the health status of the population, develops the professional skills needed by the students, deepens their identity and revolutionary commitment. [ABSTRACT FROM AUTHOR]

Economic actions against Cuba since the 90's have had a negative impact on laboratory practicals in the Basic Sciences, leading to changes in the curriculum. This paper reviews the feasibility of rescuing and improving such activities related to the Physiology content inserted in the discipline of Morphophysiology. The objective was to identify the Physiology content to be taught in the practicals and define the means and innovations necessary to complete them. The practicals that can be carried out with the available means are presented and characterized. It is concluded that the exercises and topics covered in the practicals coincide with the Physiology content corresponding to Morphophysiology I, III, V and VI and that they can be carried out with the existing resources as well as other innovated by the authors. This way of proceeding saves resources by replacing media or reagents and leads to more effective learning, plus better preparation of teachers to meet the challenges posed by the curriculum D. [ABSTRACT FROM AUTHOR]