Methodologies in medical education. Virtual expert panel in Honduras during the COVID-19 pandemic

Abstract

Introduction. The prevailing education model in Honduras is a teacher-centered one, where the main thrusts are the teacher and the lesson plans. This, along with the slow evaluation process and little improvement of the curriculum design of degrees in the healthcare sector poses a challenge in the enactment of new education methods. This article documents an expert panel which was comprised of deans from the different Medical Schools of the country where Continuing Medical Education (CME) and its educational methodologies were discussed. Presentation of experience. The Asociación de Educación Médica Hondureña carried out an expert panel through an updated approach of CME to discuss Medical Education (ME) methodologies widely used internationally: problem-based learning, reflective practice, formative assessment and self-regulated learning. Discussion. The knowledge gap between new methodologies and traditional ones in ME represents a challenge that CME can address through the use of effective pedagogical approaches in the development and execution of these types of activities. Conclusion. The use of updated methodologies in ME not only improves student training during undergraduate and postgraduate studies, but its CME. ME in Honduras is limited by economic factors, training, physical space and its acceptance by teachers and students. A sustained and systematic effort is necessary by all parties involved in teaching.

Exploring perceptions of neuroscience learning among medical students of Universidad Nacional Autónoma de Honduras

“…Además, ha habido un lento proceso de evaluación y rediseño curricular de carreras del área de la salud. En conjunto, estas problemáticas han representado un reto en la implementación de nuevos métodos educativos, los cuales podrían ayudar a solventar fenómenos tales como la neurofobia (Thiebaud et al, 2021).…”