At present, within the formation of Health Human Resources, three pedagogical models could be identified: transmission pedagogic that states ideas as well as knowledge are the most important topics regarding education, thus the student must receive what the "instructor", or the textbooks. Behavioral pedagogic with emphasizes in training, empirical and operative manifestations of knowledge, attitude and skill improvement. Finally, trouble pedagogic, which states that the student skill is the main point for social transformation in order to find out actual problems and seek for an original as well as creative solution. Thus, the ability that must be developed is to ask relevant inquiries in any case, to understand THE PROBLEM and be able to solve it properly. This model is based upon the constructive theory, where the student builds up his or her own knowledge, thus it is not important to ...

Objective: To analyze the priorities in university training that promote job retention in the first level of care, from the perspective of the health professional who works in rural areas of Ayacucho. Materials and methods: The study was of a qualitative descriptive approach. Semi-structured interviews were conducted with 90 professionals who work in health facilities of three health networks located in extremely poor districts. The statements were analyzed through thematic analysis and the theoretical framework of the World Health Organization was used. Results: Four categories emerged: The university training of health professionals should be based 1) on health priorities, 2) work with the community and community prevention, 3) management of health services and (4) training interprofessional, social skills and career advancement. Conclusions: Universities that train health professional...

Objectives: To determine changes and innovations in teaching on violence at the Faculty of Medicine, Universidad Nacional Mayor de San Marcos (UNMSM), Lima, Peru, from 2005 until academic year 2011, time in which diverse coordinations with academic and faculty authorities were done to improve teaching on violence. Design: Descriptive, transversal and analytical study of syllabi. Institution: Faculty of Medicine, UNMSM, Lima, Peru. Material: Syllabi. Methodology: In year 2012, 79 selected syllabi corresponding to academic year 2011 of the five schools of the Faculty of Medicine were studied. Main outcome measures: Changes and innovations in violence contents. Results: There was increment in contents on teaching of violence in selected syllabi from 30/81 (37%) in year 2005 to 58/79 (73.4%) in year 2011. In the School of Medicine increase was from 47% to 89.4%, in the School of Midwifery fr...