Revista de Ciencias Médicas de Pinar del Río (Mar 2018)
Epistemological approach to the process of training of the pedagogical terminology of the students of Medical Sciences
Abstract
Introduction: the main results of different authors are addressed in relation to the vocabulary as a unit of language. The peculiarities of the pedagogical terminology are established and the pertinence of it is established in the training process of medical students. Objective: to analyze epistemologically the main theoretical references that are addressed both in the national and international literature in relation to the pedagogical terminology and its importance in the training of medical students. Method: the documentary analysis and the systematization were used as theoretical methods, which allowed organizing and extracting the relevant information, from the literature review made on the theme, which favored the arguments on the role of the process of training of the pedagogical terminology and reaching a contextualized definition of this process. Results: the pedagogical terminology is defined, and contextualized to the medical studies from the correspondence with the professional model, the integration of the training processes, and the enhancement of the cognitive and affective development of the student. Conclusions: it is considered that the pedagogical terminology is an important component in the act of pedagogical communication, as it is the structure of the specialized expression, both oral and writing which reflecting the knowledge related to the profession, as well as the specific historical environment in which it spreads out, unifying the cognitive and the social aspects.
