Logics at the theoretical-practical assessment in exit exams. A reflection from the didactic theory

Adequate evaluation of students´ learning is a pedagogical issue of recognized universal importance. The intension of this article is to promote a reflexive analysis on the logics with which theoretical-practical exit exams are realized in the Cuban Higher Medical Education context, in both undergra...

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Published inMediSur Vol. 16; no. 3; pp. 376 - 380
Main Authors Luis Alberto Corona Martínez, Mercedes Fonseca Hernández
Format Journal Article
LanguageSpanish
Published Centro Provincial de Información de Ciencias Médicas. Cienfuegos 01.06.2018
Subjects
curriculum
educación de pregrado en medicina
evaluación educacional
internado y residencia
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Summary:Adequate evaluation of students´ learning is a pedagogical issue of recognized universal importance. The intension of this article is to promote a reflexive analysis on the logics with which theoretical-practical exit exams are realized in the Cuban Higher Medical Education context, in both undergraduate education (career) and specialization. For this, the situation is analyzed from two theoretical Didactic perspectives: 1) the quality of the teaching learning process assimilation level, and 2 the theory about skill acquisition. The use of these theoretical elements has allowed questioning the importance of holding the way in which, their temporary dimension, theoretical and practical exit exams are designed in two concrete examples of ending of studies assessment.
ISSN:1727-897X