Towards higher medical education without pedagogical dogmatism

Abstract

Introduction: In the context of social transformations, higher medical education in the 21st century has the responsibility of training professionals in charge of transforming the negative aspects of reality, solving problems and working with creativity and innovation. In order to achieve these objectives, traditional pedagogy is instituted, expressed in dogmatic pedagogy as an inflexible, closed and rigid methodology.

Objective: To present the theoretical references that sustain pedagogical dogmatism as a method opposed to perspective, meaningful and transcendent pedagogy, with a view from higher medical education.

Methods: Several methods were used under the dialectical approach: documentary analysis, synthetic analytical, systemic structural functional and systematization to establish the structural relationship between pedagogical dogmatism and meaningful pedagogy in higher medical education.

Results: The content elements of pedagogical dogmatism in the face of significant pedagogy in higher medical education were exposed from three theses: pedagogical freedom, knowledge, as an absolute truth, as an objectual basis and the image of pedagogical power.

Conclusions: This topic is imperative due to the need to promote significant and transcendent learning in university teaching spaces in the face of pedagogical dogmatism, in a creative, innovative and critical way in the context of the multiple demands and challenges of today's world.