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Review

Pedagogical practice: from the teacher training of the

medical professor.

Guido Manuel Hernández-Paternina

Facultad Nacional de Salud Pública, Universidad de Antioquia, Medellín, Antioquia,

Colombia.

*Corresponding Author: Guido Manuel Hernández-Paternina, Facultad Nacional de Salud

Pública, Universidad de Antioquia, Medellín, Antioquia, Colombia. E-mail:

guidomanuel.hdez@gmail.com. ORCID: 0000-0003-1973-1885

Sent: 11/02/2024 Accepted: 16/04/2024 Published: 16/07/2024

Abstract. This scientific research was conducted based on an analysis of the literature encompassing

pedagogical practice from the perspective of medical teacher training. Reliable information on works

in this field was considered for the research, utilizing bibliographic data, electronic consultations,

scientific articles, and journals. The results obtained highlight the importance of strengthening the

educational efforts in medical sciences through educational practices that guide educators with clear

elements, aiming to address the current societal needs in medical education. The concept of

pedagogical practice is developed according to established axes. Additionally, differences and

similarities between various approaches are identified. Furthermore, a planning approach is

presented to clarify the concept of pedagogical practice from the perspective of the medical teacher.

In conclusion, it is presented that pedagogical practice in the field of medical education possesses

distinctive elements that characterize it and make it applicable in various scenarios within this field.

Keywords: University professor; Medical education; Teacher training; Pedagogical practice.

1. Introduction

Research related to medical education and

its various forms of development within

the university setting is a topic of great

interest in this educational field. It can be

said that this raises concerns when

addressing medical education and,

consequently, the pedagogical practice of

medical educators.

In this regard, it was noted that higher

education teachers, in addition to their

professional training, must possess

pedagogical training that enables them to

guide and adapt teaching-learning

processes in alignment with the goals and

objectives of higher education at the

university level

. Therefore, one of the

primary objectives for improving teaching

is related to the planning of pedagogical

training for educators, aiming to integrate

experiences and insights with pedagogical

discussion and debates on theoretical

principles of education. From this

perspective, Bernate and Vargas proposed

that the pedagogical renewal in the 21st

century has generated a reflective

movement on the role of the university

teacher, questioning conceptions,

pedagogical practices, and participation in

Horizon Interdisciplinary Journal (HIJ). ISSN: 2992-7706

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sociopolitical processes of change and

social transformation

Torres described that this century

presents medical education with the

challenge of undertaking a profound

transformation in the continuous training

of its faculty to meet societal demands,

where teacher training and pedagogical

practice constitute a dimension of vital

importance. In this sense, it was

determined that there is a shift in attitudes

toward the pedagogical training of medical

school professors

Accordingly, investigating the professional

pedagogical practice of medical educators

is of marked relevance in the educational

context, as it facilitates reflection on the

acquisition of knowledge, the

appropriation of pedagogical elements,

and the visibility of the theory-practice

relationship. This approach enables a

pertinent exploration of the construction

of pedagogical knowledge and how it can

be promoted concerning the need for

pedagogical training in the medical field,

specifically highlighting its potential for

medical teaching professionals in

pedagogical practice within this area of

health.

2. Method

In the present scientific research, an

analysis of the literature closest to

pedagogical practice from the perspective

of medical teacher training was

conducted. For this reason, the current

research considered reliable information

from works addressed in this field;

furthermore, bibliographic information,

electronic consultations obtained from e-

books, scientific articles, and journals

were used. This was carried out through a

unified search framework in the following

relevant electronic databases: ERIC, HAPI,

MeSH PubMed, Scielo, EMBASE, and

ScienceDirect, complemented by a free

search in Google Scholar, to obtain

updated information on university

teaching, teacher training, medical

education, and pedagogical practice,

preferably from the last five years and

covering different regions: Europe, North

America, South America, Central America,

and the Caribbean.

Subsequently, the methodology used in

this applied study was descriptive. The

objective was to understand the concept

of pedagogical practice from the

perspective of medical teacher training in

order to guide educational-reflective

intervention by professionals in the

medical field. Additionally, the applied

design was approached from a

documentary perspective, and the data

collection technique used was content

analysis

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Table 1. Characteristics of the selected studies

Date of publication

Type of publication

Region/country of origin

Year

Number

Type

Number

2023-2020

Scientific article

North America

2019-2016

Disclosure article

South America

2015-2012

Results article

Central America and

the Caribbean

Book

Europe

Total

For the selection of studies, the following

eligibility criteria were established: the

research topic was defined as the

pedagogical practice of the medical

teacher and its relationship with

university teaching, teacher training and

medical education. Out of the 36 studies,

35 were selected. These were then

analyzed in full text in order to identify

how the research addressed the

established components.

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Table 2. Selection of the relevant studies

Dimension/topic

Description/findings

Key words

Author(s)

University Teaching

Higher education is related to the capacity to reason efficiently, supported by the cultural and human

considerations that underpin the essence of university educational management. University

professors are professionals who must be highly qualified and possess the necessary experience in

teaching areas.

Professors play a key role in the academic formation and development of university students. They

must have a solid academic background and a deep understanding of the theories and practices in

their respective disciplines. They should possess effective teaching skills and excellent

communication abilities to convey knowledge effectively to university students.

Professors should be capable of designing curricula that are engaging and suitable for university

students; additionally, they should stay updated on the latest advancements and trends in their field

and be able to communicate that knowledge clearly and effectively.

University,

teaching,

university

education,

educational

trends,

university

teacher,

educational

models

Bernate, J. y Vargas, J.

(2020); Colina, A. (2020);

Paredes, M. et al. (2018);

Trillo, F. et al. (2017);

Vera, O. (2016); Vergara

A. (2017)

Teacher training

It encompasses all policies and procedures focused on preparing teachers to acquire the knowledge,

attitudes, and skills necessary to effectively carry out their work in the classroom and the school

community.

It allows educators to develop their educational competencies, appropriate the didactic tools needed

to perform their work in classrooms, and acquire the necessary knowledge to better understand both

the teaching-learning process and the characteristics of interactions with students, regardless of

their area of specialization.

This approach leads to offering students the highest quality and most up-to-date education possible,

making it truly significant. It allows for continuous renewal as the world changes, to provide students

with current and useful knowledge.

Theory of

education,

educational

knowledge,

pedagogy,

pedagogical

knowledge,

pedagogical

training,

teaching

experience,

teaching,

learning

Álvarez, G., et al. (2021),

Charino, N. y Plachot, G.

(2023), Herrera, J. y

Ruíz, A. (2018); Lozano,

E. y Rodríguez, R. (2022);

Macanchí, M. et al

(2020); Martín, (2019);

Orellana, E. et al. (2020);

Suárez et al. (2019);

UNESCO. (2017)

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Table 3. Cont…

Dimension/topic

Description/findings

Key words

Author(s)

Medical Education

Since the principles of Flexner, changes in medical education have necessitated a reevaluation of

training plans to align with the performance expected in the new social, scientific, and professional

context of the medical community.

Medical education is a demanding and complex task, requiring specific pedagogical knowledge in

addition to the scientific knowledge possessed by each medical educator.

In the context of the 21st century, university medical education has distanced itself from the classical

positivist pedagogical model of teaching, where students merely repeat and memorize content

imparted by the teacher.

Medical education is now characterized by continuous efforts to improve the training of future

physicians.

Currently, medical education is moving towards teaching and learning strategies designed to train

autonomous physicians who are capable of adapting to constantly changing contexts, are critical

thinkers, possess collaborative working skills, and are proficient in seeking and selecting information.

Medical schools,

teaching, quality

in medical

education,

medical

curriculum;

Flexner report;

medical

education

Campbell, C. (2017);

Huguet, Y. et al. (2018);

Jara-Gutiérrez, N. et al.

(2015); Morán, (2019);

Patel, M. (2016) Gómez

López, W. (2022);

González, P., y Luna, V.

(2019); Torres, C. (2023);

WMA (2015)

Pedagogical practice

Pedagogical practice involves the ability to manage pedagogical knowledge to ensure that theoretical

knowledge is easily conveyed to learners through the employed methodology.

This practice guides educators towards a perception of their professional performance, focusing on

more technical aspects: planning, didactic contextualization, content management, teaching

strategies, a variety of didactic means, and evaluation.

Pedagogical practice is a means of transforming realities in social contexts, encompassing both the

duty and the essence of being an educator. It enables teachers to implement actions with students to

achieve the expected learning outcomes through various didactic strategies and resources.

It positions the teacher as a creative individual capable of contributing innovative experiences aimed

at facilitating better educational environments, in addition to contributing to the educational field

through teaching, pedagogy, and research.

Furthermore, it involves identifying opportunities to improve the quality of the educational process in

medical sciences.

Pedagogical

practice, didactic

axis, university

didactics,

teaching

experience

Arreola, A; Palmares, G y

Ávila, G. (2019);

Casasola, W. (2020);

Castellano, N. y Díaz, B.

(2020); Cuentas, H., et

al. (2020), Chávez-Vega,

R. (2021); Guerrero C,

Correal-Cuervo R,

Bohórquez-Olaya C,

Burgos-Diaz J, Jaimes-

Bernal C, Montañez-

Torres C., (2023);

Guerrero- Pineda, Y. y

Loaiza, Y. (2018);

Mantilla, G. et al. (2021);

Ripoll-Rivaldo, M. (2021);

Torres, A. y Álvarez, M.,

(2021)

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3. Dimensions:

3.1 University profesor

Colina described that "the university is not

limited to the knowledge of skills but to

the integral formation of human

individuals, competent and autonomous in

solving real community problems"

;

assuming this as both a principle and a goal

of pedagogical action implies conceiving

higher education not only as a tool but as

the maximum possibility of development.

This requires relying on an educational

experience of complex thinking from the

perspective of didactics, pedagogy, and

the way of approaching knowledge, which

allows teaching to be constituted not only

as an act that trains professionals but also

as integral formation.

It is increasingly necessary and urgent to

define and reinforce the specificity of

university teaching because, in addition to

their normal accumulation of knowledge,

sciences expand their fields, becoming

increasingly complex and diversified. In

this regard, Paul Freire affirmed that

"teaching is not transferring knowledge,

but creating the possibilities for its

production or construction; the one who

teaches learns by teaching, and the one

who learns teaches to learn"

. This is

applicable in medicine because a large

amount of knowledge is acquired, but

without an idea of how to adequately

transmit what has been learned.

Similarly, Macanchí et al. described that

the university teacher is responsible for

facilitating, tutoring, advising, managing,

and guiding the learning process; at the

same time, they have the inescapable task

of reviewing initial and continuous

training implications, a key aspect in this

entire process

. Additionally, being a

teacher today is not an easy task; today,

teachers are required not only to be

experts in their subject but also to master

teaching techniques, methods, and

strategies, but not solely from a technical

perspective, as expressed by Lozano and

Rodríguez

In this respect, and as proposed by

Bermejo and Suarez, teaching at any level,

whether in initial education or throughout

university education, including

undergraduate and postgraduate studies,

becomes one of the most complex

activities in society. It has led to the

issuance of a conglomerate of concepts

and theories about how teaching and

learning occur, supported by theoretical

elements from pedagogy, philosophy, and

other sciences

Similarly, Forero-Jiménez stated that

university education faces increasing

pressures to meet societal needs, where

knowledge constitutes an important

instrument for development

. Therefore,

this educational level integrates various

elements such as the institutional project,

academic processes, national and

international visibility, research, relevance

and social impact, well-being, and alumni.

All these elements influence the

achievement of training objectives;

however, it is the teacher who, through

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their teaching action, trains their students,

as they materialize the teaching-learning

process.

3.2 Teacher Training

Teaching related to teacher training is a

demanding and complex task that requires

specific pedagogical knowledge, in

addition to scientific knowledge, as stated

by Charino and Plachot

. Generally,

medical teaching has traditionally focused

exclusively on transmitting knowledge to

students through teaching practices that

have been generationally transmitted for a

simple reason: many times, doctors and

other health professionals have not been

taught to be teachers, and programs do

not include teaching and pedagogy topics

in their curricula

. In this sense, from the

perspective of teaching in the health field,

as in other knowledge areas, teaching

responds to the demand for constructing

pedagogical knowledge expressed in the

daily practice of training future doctors.

Similarly, the variables addressed from the

concept of pedagogical knowledge are

revisited, and derived from this, the

teaching role and pedagogical practice

according to the context of authors and

perspectives that contemplate these

aspects

. Therefore, pedagogical

knowledge arises from a triple relationship

of concepts such as pedagogical practice,

reflection, and the teaching role, where

practice is constituted in everyday life and

reflection. This is a tool to establish the

pedagogical relationship between theory,

practice, and experience.

Today, teaching, like research and the

practice of any profession, demands

specific training. Besides the specific

competencies to practice the profession,

there are competencies related especially

to university teaching, such as mastery of

a knowledge area, pedagogical mastery,

and the exercise of the political dimension

of higher education

. This implies

emphasizing that pedagogical training is

extremely relevant for teaching, as it

needs to be adopted as a priority by health

science programs.

In educational practice, various aspects

are combined, such as teacher training,

education, curriculum, didactics,

pedagogy, human development, and

teaching competencies. Thus, complex

thinking in higher education is related to

the capacity to reason efficiently,

supported by cultural and human

considerations that underpin the essence

of university educational management,

articulated in a dialectical relationship

with the accumulated result of knowledge

construction by humanity and the

constant development of scientific

knowledge

In this same line, Cejas et al. and Ramirez

et al. pointed out that a good teaching

profile is oriented towards communicative

competencies, leadership, emotional

intelligence, teamwork, and the ability to

face complex situations

16,17

. Therefore, the

university teacher must possess three

characteristics: pedagogical,

methodological, and personal

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With these ideas, Lozano and Rodríguez

described that teacher training equates to

the appropriation of teaching culture but

also leads to its transformation

. In this

sense, this does not only imply teaching at

an institution; it is not about repeating and

applying what others do or what the

teaching staff has been taught or required

to do in the health field. Consequently,

becoming a teacher means that the

individual has adopted the project of being

a teacher who reflects on it to transform

themselves as a professor, confronting

their old practices, accepted practices and

ideas, and even institutional demands to

improve their teaching role and transform

the teaching culture they are embedded

in.

Therefore, in the context of the 21st

century, it is urgent for university

education to distance itself from the

classical positivist pedagogical model of

teaching, where the student repeats and

memorizes content imparted by the

teacher, prioritizing the teacher's

discourse. Conversely, it is necessary to

transform the unidirectional teacher-

student interaction into a bidirectional

dialectical relationship that surpasses rote

or repetitive learning, advancing towards

meaningful and deep learning, as pointed

out by Gómez-López

3.3 Medical Education

According to the World Medical

Association [WMA] declaration

, medical

education is composed of three stages:

undergraduate university, specialization

or postgraduate studies, and continuous

academic training. In this sense, it is

considered a dynamic and changing

academic and professional continuum

from the first semester in medical schools

until the professional retires. Its main

objective concerning the education of

doctors, whether in training or

specialization, is to prepare them to apply

scientific discoveries and treat diseases.

In this regard, Morán, in the document on

the competencies of the 21st-century

doctor, stated that:

"Adaptive processes to social, economic,

and political contexts are crucial in the

education of future doctors and make it

clear that this training is demanding in

adapting to the new, avant-garde, and

globalized world, whose universal actions

directly impact global health"

It can be said that perspectives on learning

are important because they influence

almost all decisions about the curriculum,

teaching, and the evaluation process in

medical education. From this perspective,

and from the 1910 Flexner Report on

medical education to the Canadian

definition of medical competencies

outlined in the CanMEDS Framework by

the Royal College of Physicians and

Surgeons of Canada

, the profile of a

medical teacher as an innovative and

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creative professional was proposed. This

involves incorporating information

technologies and changing teaching

methods, emphasizing practice and

adjusting evaluation methodologies,

consistent with Torres's description

Indeed, Huguet proposed that:

"Medical education is that broad and

complex set of events, processes, and

influences, both deliberate and

spontaneous, with which the aspiring

doctor is surrounded from the day they

enter medical school until the end of their

practical life"

From this, significant changes occurred in

the understanding of the fundamental

aspects of medical education, regarding

effective learning and the professional

attributes required of doctors.

When one wishes to be a medical teacher

within this new conception, Torres's

proposal, describing that learning-

facilitating experiences—teaching-

learning activities—must be planned and

not left to chance or randomness, and the

desired changes—learning objectives—

must be defined beforehand, as well as the

methodology and evaluation criteria for

learning

, must be considered.

Additionally, the ability to communicate,

manage one's emotions, work in a team, do

so with ethical criteria in a multicultural

environment, identify one's training needs

and stay updated, analyze a rapidly

changing environment, and adapt

professionally to it must be taken into

account.

In turn, González and Luna estimated that

medical education is characterized by

constant efforts to improve the training of

future doctors and the care they provide

to patients

. From a pedagogical

perspective, we are experiencing an era of

improvement in medical education,

innovative teaching, and the current

teaching methods employed. Similarly,

competency-based learning and passive

lectures have given way to interactive

learning experiences in small groups,

simulation training, procedural skills,

communication skills, and decision-

making, parallel to the growth of scientific

knowledge about health and disease.

Similarly, Orellana et al. warned in their

study that significant changes allowed for

initiatives of important reform in medical

education that may require a broader

conceptualization of the educational

process

. In this vein, medicine is a

constantly evolving profession; therefore,

to ensure that medical training aligns with

the continuous evolution of the

profession, multiple transformations

occurred in medical education, including

changes in structure, governance, and

implementation of education, as described

by Gómez-López. In the context of the 21st

century, university medical education has

distanced itself from the classical

positivist pedagogical model of teaching,

where students repeat and memorize

content imparted by the teacher,

prioritizing the teacher's discourse, to

transition to a new competency-based

pedagogical model with a constructivist

approach. This breaks away from the logic

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of pure and simple knowledge

transmission, favoring the acquisition of

new knowledge from practice in a given

context1. Indeed, this approach gives

meaning to learning.

Pedagogical Practice

3.4 Pedagogical practice

Talking about pedagogical practice, and

considering what Jara-Gutiérrez et al.

described, requires that the teacher

accounts for their disciplinary and

pedagogical knowledge from their

classroom experiences. This allows them

to identify knowledge construction in the

teacher-student interaction within an

educational framework

In this regard, Arreola et al. stated:

"It consists of the ability to manage

pedagogical knowledge to make

theoretical knowledge easily accessible to

students through the methodology

employed by the teacher, considering the

group's characteristics, their

contextualization, and current needs"

Thus, pedagogical practice positions the

teacher as a creative being capable of

contributing innovative experiences

aimed at facilitating better educational

environments, in addition to contributing

to the educational field through teaching,

pedagogy, and research

Therefore, addressing the theoretical

component in the topic of the pedagogical

practice of medical teachers from teacher

training leads to the conclusion that

educational processes must be carried out

in an analytical, critical, and reflective

manner. Consequently, from an

educational perspective, a teacher's sense

of purpose arises from their previous

experiences, where their pedagogical

practice should be interpreted as a

process of representation, training, and

transformation in response to the new

challenges academia needs

. Additionally,

it must be understood that teaching is not

just about transmitting knowledge, as it

must be grounded in a sense of humanity,

rigor, quality, and demand.

Thus, pedagogical practice is considered a

dynamic, changing, and complex tool that

serves as a knowledge strategy and is

directly related to the sociocultural

environment in which the teacher

operates, as well as relationships with

political practice, theories, or disciplines

that support it, among others. Likewise, it

encompasses three methodological

elements: the institution, the subject, and

pedagogical knowledge

. Therefore, in the

context of university teaching, teachers

must ensure that students learn new

concepts and not just memorize them.

Indeed, the qualitative difference lies in

teaching students to learn; this is the role

of the university professor: a facilitator of

learning.

Therefore, the teaching role in health

areas is transformative and emancipatory

of its pedagogical practice when reflecting

on its actions, performing a permanent

self-evaluation of each of its learning

models, and consequently questioning its

practical exercise. This responsibility

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transcends to their students, creating

warm and reliable learning environments

where the student is an active, reflective,

and dynamic participant in their

learning

In this regard, a teacher's sense of purpose

arises from their previous experiences,

where their pedagogical practice should

be interpreted as a process of

representation, training, and

transformation to the new challenges

academia needs

. It is also necessary to

understand that teaching not only involves

transmitting knowledge but also must be

grounded in a sense of humanity, rigor,

quality, and demand, which leads to the

transformation of pedagogical knowledge

from pedagogical practice and configuring

the teaching role.

On the other hand, it must be clear that

medical teachers do not usually come

from a pedagogical background, as often

happens in the humanities and teaching

degrees. Instead, they come to the

classroom as a subsequent activity to their

medical practice, not as their main reason

for exercising medical knowledge.

Therefore, the medical teacher faces

challenges in their pedagogical intentions,

where the doctor must primarily be an

expert in the subject and present

themselves as such to their students. They

must be facilitators of their students'

learning, who will become their future

colleagues, instilling in them all the

principles of medical responsibility. A third

challenge is being a model and a teacher of

medical vocation

In this regard, Bermejo and Suarez

recommended that the role of the doctor

in their pedagogical practice should be

oriented towards reflection and

introspection, and to that extent, critically

reviewing strategies and methodologies to

improve the teaching and learning

processes in their students

According to Ripoll-Rivaldo, pedagogical

practice is one of the academic processes

that require greater rigor in teacher

training, which is reflected in their

educational management and professional

practice

. He also pointed out that the

teacher is recognized as a principal actor

who should direct their formative work

considering values, competencies to be

developed, and a holistic and complex

vision of knowledge.

Similarly, in any disciplinary training

process involving teaching and learning,

the key is achieving a perfect combination

between the rigor of the medical discipline

and good pedagogical practice when

educating future medical professionals31.

In this sense, what the teacher does and

executes becomes important and

fundamental actions to achieve the stated

objective. However, it is common to find

that many medical staff teaching at

universities have strong scientific training

and clinical knowledge of the discipline.

Meanwhile, Torres and Álvarez suggested

that the teaching-educational process is

concretized in the instruction that

expresses the result of the teacher-

student interaction regarding the

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assimilation of knowledge and skills

systems, as well as their ability to apply

them creatively and the integral

development of the student. This allows

identifying opportunities to improve the

quality of the teaching-educational

process at the University of Medical

Sciences

4. Results and Discussion

From the present research, it was

observed that being a higher education

professor underscores the importance of

considering the complexity and plurality

of knowledge involved in university

teaching. Additionally, this implies

contemplating the dimensions proposed

in singular and collective processes to

strengthen, enhance, and revitalize the

role of the teacher for the academic,

educational, and social community. This

perspective aligns with Charino and

Plachot, as it reflects on the commitment

and ethics of teaching practices11. It

involves recognizing this diversity,

generating possibilities for dialogue and

articulation, and constructing specificity

in certain theoretical approaches,

methodological strategies, and areas of

focus through a situated learning process,

the development of university functions,

academic activity, and professional

expertise.

Teacher training, as a field of faculty

development, provides the opportunity to

apply various theories and postulates on

this subject. Likewise, it allows teachers to

take advantage of the training space to

develop multiple skills and abilities that

make them competent professionals,

guiding their work with skills for the

teaching-learning process of their

students. This is consistent with Álvarez et

al., where such training processes enable

teachers to improve their performance

and, consequently, the quality of

teaching

. Therefore, these should be

maintained continuously, not only as

training spaces but also as reflections on

pedagogical practice.

According to the results of the

documentary analysis on the

understanding of pedagogical practice

from the perspective of medical teacher

training, advances and contributions with

relevant information on the general

characteristics of university faculty,

teacher training, and medical education

were observed. These allow identifying

critical aspects related mainly to context,

the pedagogical field, the teaching-

learning process, and teaching practice.

These, in turn, greatly contribute to

guaranteeing the quality of medical

education.

In this regard, medical education and the

pedagogical practice of medical

professors, in the years since the Flexner

study, have allowed an understanding that

almost all aspects of pedagogy have

evolved in three major ways: the roles of

teacher and student have changed; the

dynamic nature of teaching and learning

has become evident, both in individual and

collective aspects; and finally, the

importance of the environment in

Horizon Interdisciplinary Journal (HIJ). ISSN: 2992-7706

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supporting learning has been highlighted.

This has enabled medical educators to

have new ways of thinking about

themselves, their work, and their

relationships with learning and students.

Therefore, it could be said that this aligns

with what Gómez-López proposed

With the process of globalization, there is

a significant transformation in the role of

the medical teacher and the need for them

to be trained to contribute to the quality

and innovation of medical education. This,

in turn, allows the application of the most

advanced tools to ensure superior

educational management with modern

methodologies that ultimately influence

the quality of graduates and their future

actions in the community. Hence, teacher

training is crucial for the quality of the

educational process and society. This

aligns with the United Nations

Educational, Scientific, and Cultural

Organization (UNESCO)

, which indicated

that "if the teacher does not change,

significant changes in educational

processes to meet social demands cannot

be made."

Furthermore, pedagogical practice is the

scenario where the teacher accounts for

their disciplinary and pedagogical

knowledge based on their classroom

experiences. This allows them to identify

knowledge construction in the teacher-

student interaction within an educational

framework. Thus, pedagogical practice

positions the teacher as a creative being

capable of contributing innovative

experiences aimed at facilitating better

educational environments and

contributing to the educational field

through teaching, pedagogy, and research,

as proposed by Guerrero et al.

In medicine, pedagogical practice and

innovative teaching methods coincide

with what Pineda and Loaiza formulated

who emphasized that the formulation of

didactic or teaching models, beyond

hegemonic paradigms, contributes to

evolutionary and relativistic views of

knowledge and, in that sense, builds social

value related to the commitment and

responsibility that facilitate the

development of professional

competencies in students.

4. Conclusions

From the previous interpretations and

findings, it was highlighted that higher

education presents significant challenges

in a world of continuous changes that

demand reflection on the formative

purpose of institutions. This is essential to

respond to the needs of the environment

and society in this new century, where

topics such as quality, the teaching-

learning process, teacher training, and

pedagogical models must be considered.

For this reason, teacher training is

essential to provide quality education and

ensure the future success of students. This

corresponds to the responsibility that

teachers have to transmit knowledge and

skills that are essential for student

development. This practice is not only

about acquiring new skills but also about

Horizon Interdisciplinary Journal (HIJ). ISSN: 2992-7706

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helping teachers improve their teaching

and motivate their medical students.

Following the documentary analysis

conducted in the time since Flexner's

principles, changes in medical practices

have necessitated a reevaluation of

training plans to meet the expected

performance in the new social, scientific,

and professional context of the medical

community.

Moreover, as has been corroborated,

pedagogical practice requires conceptual,

procedural, and strategic preparation

from teachers. This preparation should

lead professors to reflect on daily life and

how to intervene with theoretical

concepts and bring them to life to meet

the challenges of pedagogical practice in

line with the ever-evolving needs of

medical sciences.

Therefore, the use of active pedagogies by

teachers energizes the teaching and

learning process, allowing them to go

beyond traditional methods and,

consequently, transition to an educational

model based on the theory of complex

thinking. This is related to the positive

valuation of their experience, which allows

them to identify how this practice

contributes to the formative process of

students and the continuous improvement

of their pedagogical practices.

In summary, it is necessary to advance in

developing dynamic and flexible tools that

enable the establishment of the degree of

knowledge of medical teachers

concerning the established pedagogical

model. Additionally, there needs to be

coherence in their actions when executing

teaching knowledge and the evaluation

styles used in the process, which

determine the efficiency of their teaching

with quality in any scenario of medical

education.

5. Statements

5.1 Conflict of interest

The author states that there is no conflict

of interest that could bias the results or

the interpretation of the study.

5.2 Funding

Non-monetary

5.3 Acknowledgments

To my family and to the Universities of

Antioquia in Medellin Colombia and Baja

California in Mexico.

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