Didactic strategy: mediation in the collaborative apprenticeship in medical education

Abstract

In this article we share a significant experience to achieve improvements in the quality and efficiency of medical education, so that teachers identify pedagogical mediation and collaborative learning as formative experiences that could evidence the progress of those involved in the process of higher education. Basic procedures of this experience begin with an initial meeting in which students receive a complete agenda of the elective components. With this information, they can identify the general themes and the availability of time and resources. Suggestions of the students are listened to and the ones considered valid are incorporated into the program. In addition, some preliminary questions from the students are answered. Working conditions are agreed upon among the participants and the academic proposal is developed. The mediating approach allows

the students to transfer their theoretical knowledge to practice. Students think that through this approach they acquire more knowledge because they learn how to get the main ideas from their readings. At the same time they learn how to solve problems because they identify and analyze illnesses, and in this way they develop clinical abilities and appropriately combine the human and professional aspects of medical exercise. Pedagogical mediation is essential and relevant because mediated collaborative learning not only requires the thorough study of each case and clinical history, but also favors mental flexibility in order to go beyond what is evident and to achieve the transfer of knowledge to different contexts, humanizing the student and his/her work when facing patients and their illnesses. This method also transforms the professor with the exercise of good teaching practices that invites him/her to reflect on the necessary changes in medical education.