Pedagogical training of the physician instructor: overcoming inaccuracies in didactics, andragogy and curriculum

Abstract

In the training process in university teaching of medical instructors in Colombia, no pedagogical training requirements are identified, which interferes with the educational process, becoming a structural deficiency of academic and curricular nature. The vast majority of health professionals who work as teachers in medical schools do not have disciplinary or systematic pedagogical training, which directly affects the quality of medical education. This article critically analyzes these deficiencies in the areas of didactics, pedagogy, andragogy and curriculum design, proposing a teacher training model based on professionalization and critical reflection. It is argued that medical teaching cannot continue to be reduced to the transmission of clinical knowledge, but must incorporate learner-centered pedagogical approaches, innovative didactic strategies and a deep understanding of the curriculum as a dynamic process. Finally, a proposal of concrete recommendations is presented, with the aim of guiding the training of medical instructors in the Colombian context.