Pedagogical and didactic foundations of the treatment of electrocardiographic content in the training of general practitioners

Abstract

The analysis of the study plan and programs of the medical school reveals the absence of objectives or a system of knowledge and skills directly associated with favoring knowledge about the interpretation of the electrocardiogram, which limits the intentionality of the teaching-learning process. This article aims to describe the pedagogical and didactic foundations for the treatment of electrocardiography content in the teaching-learning process of general medicine. A systematic review was carried out through a computerized search in biomedical databases, review of undergraduate and state exams and of the different curricula of the medical career; the subject was investigated in primary sources of information published in Spanish and English in a range of five years. The study carried out confirms the need for the educational system to provide the conditions that guarantee developmental learning so that the student, independently, acquires the necessary knowledge, develops skills and cognitive experiences that will help him/her to self-manage his/her professional work. The results achieved with the theoretical systematization show that the essential dynamics and their structuring constitute the systematizing axes that characterize the different organizational forms of teaching-learning of the electrocardiogram which, in turn, guarantee the quality of medical care.