Caracterización del meso y micro currículo vs. las prácticas clínicas formativas del programa de Fisioterapia de la Universidad de Pamplona.

Abstract

The present research project was developed in the Physiotherapy program of the University of Pamplona and its main purpose was the characterization of the meso and micro curriculum elements. the subjects of formative clinical practices that are developed in this program. The aforementioned, based on the existence of different documents that organize curricular aspects for the proper development of the practices, but that are not articulated with each other, evidencing the need to carry out the pertinent curricular reflections to which there is place to achieve alignment the scope of these practices with the training objectives intended from the nature with which the program has been conceived; agreeing with the point made by Magendzo (2003) regarding the importance of "determining what type of knowledge is intended for students to appropriate and organize it curricularly" (cited by Pérez, 2008, p.117). In this order of ideas, a methodology was approached under the qualitative approach with a descriptive cross-sectional study, since with the research it was possible to know "the perspectives and points of view of the participants (their emotions, priorities, experiences, meanings and other rather subjective aspects) that were based on an interpretative perspective "(Hernández-Sampieri, Fernández and Baptista, 2014, p8-9), contributing to the description,understanding and interpretation of the phenomenon under study, in order to characterize the elements of the meso and micro curriculum of the subjects of formative clinical practices of the Physiotherapy program of the University of Pamplona. Observation and interviewing were used as information gathering techniques and a document analysis guide and interview guide were used as instruments. The investigation allowed to conclude that the meso and the micro curriculum present in the component of the clinical practices of the Physiotherapy program, presents a fracture in its conception, putting at a disadvantage the actions of teachers and students. This fracture is associated with the fact that there are no content writings to be developed at each level of practice, although objectives and an evaluation system are presented, which does not differentiate or show the development of the objectives nor does it support the evaluation.