SPANISH LANGUAGE CURRICULAR STRATEGY OF THE LATIN AMERICAN SCHOOL OF MEDICINE

Abstract

Objective: to analyze the results in the diagnostic stage of the Spanish language curricular strategy at the Latin American School of Medicine for its subsequent implementation.Method: an observational descriptive study was conducted during the 2022-2023 academic year with the participation of professors and first- and second-year medical students. Theoretical, empirical, and mathematical statistical methods were used. A guide was prepared to observe 12 classes of different subjects, which made it possible to identify the problem in pedagogical and professional practice in order to propose solutions. Additionally, interviews were conducted with students and professors to understand their criteria regarding work with communicative skills.Results: the diagnosis showed that, in teaching practice, there are difficulties in working with communicative skills within the class, in order to achieve stimulation among students regarding the Oral expression, text comprehension, and the use of technical vocabulary. Although the faculty is aware of the Spanish curricular strategy, it is necessary to carry out methodological activities to reinforce and concretize the actions and projections of the strategy. 100% of the students indicate the need for teaching activities in which elements related to the Spanish language, appropriate to the specific context of each subject, are intentionally addressed. Conclusions: the results of the assessment showed the existence of difficulties in working with communicative skills in teaching, which enables decision-making for moving on to the second stage of the Spanish strategy at the Latin American School of Medicine, its implementation.