Didactic strategy for teaching-learning of primary ophthalmological care for diabetics
Abstract
Introduction: it is required to adequately train the comprehensive general medicine resident for the prevention, early diagnosis, timely treatment and monitoring of diabetic ophthalmological complications.
Objective: to assess the scientific-methodological relevance of the didactic strategy for teaching-learning of primary ophthalmological care for diabetics by the resident of comprehensive general medicine, based on her proposal as a practical result.
Methods: a pedagogical development investigation was carried out at the North University Polyclinic of Ciego de Ávila, from January 2013 to December 2016. Through the theoretical-logical, inductive-deductive, analytical-synthetic, systemic-structural-functional and hermeneutic-dialectical theoretical methods, investigative logic and its systematicity were developed. The criteria of 15 experts (Delphi consensus method), as empirical, supported the assessment of the scientific-methodological relevance of the strategy. Ethical precepts were followed.
Results: the elaboration of the didactic strategy started from a diagnosis that revealed insufficiencies in the primary ophthalmological care provided by the residents. Its design included premises, application requirements, characteristics, general objective, and three stages with objectives and actions: cultural training, theoretical-practical training and practical-professional evaluation, and methodological guidelines to implement them. The experts confirmed the scientific-methodological relevance of the strategy. For the general structure, formulation of the objective and delimitation of the stages, the consensus was quite adequate. The relevance of the actions and the possibilities of application were very adequate.
Conclusions: with the Delphi method the scientific-methodological relevance of the didactic strategy was verified, which as a practical result of research integrated actions from cultural and theoretical-practical training, and practical-professional evaluationDownloads
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Copyright (c) 2021 Mileydis Hernández Conde, Raquel Diéguez Batista, Aymé Alberna Cardoso, Nancy Antonia Lazo Cañete, Ines de la Caridad Esteban de Armas, Mirna Riol Hernández
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