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Copyright of MEDISAN is the property of Centro Provincial de Informacion en Ciencias Medicas de Santiago de Cuba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The heath care performance of the gastroenterology resident conditions his professional pertinence in the public health as for the diagnosis and treatment of patients with digestive diseases. Objective: To deepen in the training process of the gastroenterology resident. Method: An epistemologic analysis and factic diagnosis of the training process of the gastroenterology resident regarding the care to patients with digestive neoplasm in Juan Bruno Zayas Teaching General Hospital from Santiago de Cuba during the biennium from the observation of the health care performance, the survey to residents and interviews to specialists of this branch in the province. Results: There were inconsistencies in this training as a result of a visible polarization doctor-tools of practice in the care, orientated to the endoscopic and therapeutic digestive endoscopy, contrary to the preventive procedure. Conclusion: It could be confirmed that the care dimension had not been sufficiently systematized while giving care to patients with digestive neoplasm taking into account the training integration of prevention, diagnosis and therapeutics in the endoscopic praxis of this professional. [ABSTRACT FROM AUTHOR]

Introduction: In the training of the Gastroenterology resident, the assistance function emerges as one of the most essential because it prepares the future specialist to apply the fundamental basic principles in the practice of the diagnostic-therapeutic endoscopy, aimed at guaranteeing the quality of its medical performance in care of patients with digestive neoplasms. However, the relationship between the practice and the assistance practice still needs an epistemologic resizing to favor the transformation of the professional performance of these specialists. Development: An epistemologic analysis of the relationship between practice, and assistance performance in the training of the Gastroenterology resident was carried out, what allows to connote it starting from a more essential interpretation level, so that transcends the fragmented and instrumental vision of its theoretical approach toward a new totalizer approach that systematizes its training essence from an holistic endoscopic intervention that integrates prevention, diagnosis and therapeutic in the care of patients with digestive neoplasms. Conclusions: The epistemologic reinterpretation of this investigation consolidated the dialectics between the practice and the assistance practice in a superior epistemologic stage, what allows to sustain a new theoretical treatment of this relationship starting from the link between the integral practice of endoscopic-digestive preventive procedures and the preventive-curative endoscopic interventive practice in order to perfect this specialist training. [ABSTRACT FROM AUTHOR]

Introduction: In the process of the Gastroenterology resident training there are limitations in the care to patients with digestive neoplasms, which have their base in an scarce dynamics, while a visible polarization doctor-tools in the healthcare practice is observed, which is addressed towards the diagnostic and therapeutical digestive endoscopy more than to the preventive digestive endoscopy, as an indispensable part of the training process. Objective: To propose a pedagogical strategy, for the training of the Gastroenterology resident in the holistic and endoscopic care to patients with neoplasms of the digestive system. Development: A pedagogical strategy is proposed to systematize the preventivediagnostic- therapeutical and holistic care in the training of the gastroenterology resident, which becomes a practical and flexible instrument, that includes stages and substages, methodological orientations and an evaluation system which allows to articulate the clinical and endoscopic contents, in an comprehensive movement, through the diagnosis, elaboration, implementation and evaluation of actions for the training of the future specialist. Conclusions: This practical instrument proposed is aimed at systematizing the praxiological-endoscopic training of these specialists in the holistic, preventivediagnostic- therapeutic treatment to patients with digestive neoplasms, so as to reach professional excellence in the profession. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the importance of extension activities in the new Cuban universitya totalizing and integrated look is required to boost their formative dimension, through the leading role of the student and his link with the local context to promote a culture preserved and developed in the university campus favorably influencing the sociocultural context. From this perspective, the need for a reinterpretation of the process from the relationships established between the orientation of the culture of extension performance in contexts and the systematization of the basic conditions of the student active participation is identified, as proposed methodological guidelines to promote cultural development in the community context of the process through university extension. [ABSTRACT FROM AUTHOR]

A study on the aesthetic formation as professional quality is presented, from the university extension, as revitalizing core of the cultural processes in higher education; it allows the development of the socio-professional sensibility. The above-mentioned is achieved by means of the reinterpretation of new essential theoretical relationships of the aesthetic-extentionist university dynamics intended, which is sustained in the aesthetic-contextual formative integration and the socio-humanist professional creation, what allows developing an ethical-aesthetics formation committed with its professional activity. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The foreign languages teaching-learning process implies, basically, an interactive process in whose development numerous factors inceed. Nowadays demands of Cuban universities from the Scientific Tourism modalities, need a constant search of didactic procedures and methods to dynamize the formation of the foreign students that learn a new language, with the objective of favouring their level of oral autonomy in the interactive diversity and stimulating more efficient intercultural integrative relations in the socio-cultural context where they learn and develop their language. Thus, the contributions developed in the pedagogical field, in this direction, should be consequent to the up-to-date imperative of improving the didactic process form the specificities of this variant of studies. That is why, this proposition reveals an oral communicative constructive dynamic from a contextualized interpretative logic, through a system of didactic procedures that make possible the implementation of a new method as a means of permitting the organization and perfectioning of the foreign languages oral interactive process in socio-cultural immersion contexts, what becomes an important contribution to Higher Education Pedagogy from the foreign languages didactics. [ABSTRACT FROM AUTHOR]

Higher Education in Cuba has among others, the challenge to train professionals who develop basic competence to be creative and productive enough to be capable of self-preparation to guarantee the permanent updating from the improvement of potentials for self-formation. Nevertheless, the application of personal and professional means to develop a relevant performance on the students is not appropriate. This work aims at exposing the limited epistemological and praxiological answer to the systematization of the dynamics of the labor training process in semidistance learning since the need of strengthening socio-labor performance culture is not recognized sufficiently within the process of formation of a professional performance culture. The methods used were analysis-synthesis throughout this work, and hermeneutic-dialectic for the interpretation from the dialectic of observation, comprehension and explanation. Likewise, the need to improve the labor training process in semidistance learning is shown as a revealing process of real professional needs according to the demands of present society, viewing the labor context as a setting that provides the opening of new content and methods of professional development as a flexible alternative for self-formation. [ABSTRACT FROM AUTHOR]