Abstract

ROSLER, Roberto et al. La insoportable pasividad de la clase teórica. Rev. argent. neurocir. [online]. 2008, vol.22, n.2. ISSN 1850-1532.

The "standard" format of the theoretical class is not effective if the objective of the class is that the students retain and comprehend the most relevant contents for their future professional development. The theoretical classes promote a passive learning, and that type of learning is NOT the most efficient way to learn. Students learn better when they take an active role in their learning process. In this educational problem our students are our accomplices. In general students do not read for the classes. As students do not read the content previously the teacher has no choice but to give a theoretical class. Constructivism gives us a possibility to break this vicious circle that forces us to use an ineffective method of teaching. This pedagogical current sees teaching as a process in which the student actively constructs new concepts. But to be able to apply constructivism techniques it is required that students read the contents of the class previously. How to achieve this? By starting each class with an evaluation of the students about the contents. In this way the teacher can dedicate time in the class to solve clinical problems and so develop in his students abilities of critical thought.

Keywords : Theoretical class; Constructivism; Medical education; Teaching; Learning; Critical thought.

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