Introduction: Neuroscience has made important contributions to the understanding of the learning process; however, there is still no real integration of such knowledge into the work of the medical professor. Objectives: To determine the key questions to analyze the teaching work from the base of neuroscience. Methods: Through the critical analysis of the literature, we identified three categories and their respective questions, whose assessment mechanisms were based on the modified Delphi method. To assess the clarity of the questions, a survey was conducted on the study population made up by the professors (n=12) responsible for subjects corresponding to the medical major of the homonymous school of Andrés Bello University, at Viña del Mar. Results: The categories identified as relevant were “setting”, “activities” and “evaluation” with a total of 28 questions. The assessment of the judges regarding relevance, sufficiency, coherence and clarity of the questions was significant, with a Cronbach's alpha of 0.93, which evidenced a high internal consistency. The assessment of the clarity of the questions, carried out by the study population, made up by the professor responsible for subjects of the medical major, showed a high level, with a Cronbach's alpha of 0.92. Conclusions: Upon determining the relevant categories and the generation of the associated questions, it is expected to facilitate the reflection and assessment of the medical teaching processes, in order to foster a teaching based on neurosciences.
|Translated title of the contribution||The contribution of neurosciences to medical professors|
|Journal||Revista Cubana de Educacion Medica Superior|
|Publication status||Published - 1 Apr 2019|
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