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MEDICAL EDUCATION AND CULTURAL DIVERSITY IN CHILE. A PENDING DIALOGUE

Educación médica y diversidad cultural en Chile. Un diálogo pendiente.

dc.contributoren-US
dc.contributorFondecyt Regular, Conicytes-ES
dc.creatorOrtiz-Moreira, Liliana E; Universidad de Concepción
dc.creatorFasce-Henry, Eduardo A; U. de Concepción
dc.creatorMatu- Betancourt, Olga B; U. de Concepción
dc.creatorCampos C, Ivone; Universidad De Concepcion
dc.date2018-07-19
dc.date.accessioned2019-11-11T18:27:27Z
dc.date.available2019-11-11T18:27:27Z
dc.identifierhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/6618
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/111148
dc.descriptionMedical education in Chile has a good research productivity. National educators are skilled in complex curricular design processes and in didactic innovation. However, the question of what it means to be doctor in a society that moves towards interculturality, has not been addressed thoroughly. Using the structure of a clinical record, we outline our critical view about the relationship between medical education and diversity. To describe the medical history, we refer to some variables of the training process such as the Hegemonic Model of Medicine, the epistemological beliefs of the students, the hidden curriculum and the educational environment. Then, the empirical evidence of the clinical picture, diagnosis and internationally recommended treatment is described, to end with a local therapeutic proposal.en-US
dc.descriptionMedical education in Chile has a good research productivity. National educators are skilled in complex curricular design processes and in didactic innovation. However, the question of what it means to be doctor in a society that moves towards interculturality, has not been addressed thoroughly. Using the structure of a clinical record, we outline our critical view about the relationship between medical education and diversity. To describe the medical history, we refer to some variables of the training process such as the Hegemonic Model of Medicine, the epistemological beliefs of the students, the hidden curriculum and the educational environment. Then, the empirical evidence of the clinical picture, diagnosis and internationally recommended treatment is described, to end with a local therapeutic proposal.es-ES
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dc.languagespa
dc.publisherRevista Médica de Chilees-ES
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/6618/4174
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/6618/34245
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dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/6618/34933
dc.sourceRevista Médica de Chile; Vol. 146, núm. 7 (2018): JULIO 2018es-ES
dc.source0034-9887
dc.subjectCultural Diversity: Education, Medical; Models, Educationalen-US
dc.subjectCultural Diversity: Education, Medical; Models, Educationales-ES
dc.titleMEDICAL EDUCATION AND CULTURAL DIVERSITY IN CHILE. A PENDING DIALOGUEen-US
dc.titleEducación médica y diversidad cultural en Chile. Un diálogo pendiente.es-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typees-ES


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