Evaluación de las competencias transversales en los cursos de práctica clínica del programa de Odontología periodo 2014 - 2019

Abstract

Higher education should start with an education system that offers to students the knowledge and skills required to contributed with the economic environment, situations of national development in areas of social relations. To be ensure with the0 relevance of education systems, it is important to improve the efficiency and quality of teaching and learning process and make a effective management of the education system. (1) In the differents institutions of higher education, especially those that are providing academic programmes in the area of health, the transversal competences should be articulated in the curricular grid and the course plans, from the start of the race. In dental programs different organizations consider it important to acquire these skills in the future health professional. (2) The Universidad Santiago de Cali, has an institutional policy to Identify the impact on the curriculum reform in the dentistry program, which began in 2011, the faculty of health through curricular reforms in its curriculum according to resolution CA 14 of 2010 and currently CA 009 of 2017, They seek to incorporate competences into school curricular along institutional lines. In 2018, new curricular guidelines for comprehensive training were incorporated into the development of cross-curricular competences in order to identify them in the professional profile. He aim of this research is to identify the transversal competences in the clinical practice course of the dental program of the Universidad Santiago de Cali in the period 2014-2019. Taking as a guide the book “Fundamentos Para La Implementación De Los Lineamientos Curriculares”. The present work is a retrospective descriptive research, with a quantitative study design with analysis of qualitative data, belongs to the line of research in health and education, where the information gathering tools were: document review (curriculum and course plans, documents supporting curriculum reform in the programmes, semi-structured interviews with teachers and students, and content analysis.