%0 Journal Article
%T Modelo comunicacional para las videoclases en las ciencias b芍sicas biom谷dicas Communicative model for videoclass in basic biomedical sciences
%A Julieta Sonia Damiani Cavero
%J Educaciˋ3n Mˋˋdica Superior
%D 2011
%I Editorial Ciencias M谷dicas
%X Desde el curso 2004-2005 se comenz車 a transformar la forma organizativa de ense anza "conferencia" en las asignaturas b芍sicas biom谷dicas, al utilizar videos VHS, a partir del curso 2007-2008, videos digitales como medios en las llamadas "conferencias orientadoras". Sin embargo, existe un educador en el aula, llamado facilitador y no se ha estudiado suficientemente el modelo comunicacional aplicado. A partir del estudio de los medios usados en las conferencias de ciencias b芍sicas biom谷dicas del primer a o de Medicina, en el presente trabajo se propone, al analizar posibles recomendaciones para una mejor赤a cualitativa, un modelo comunicacional para la interacci車n entre el profesor del video, el educador en el aula y los estudiantes. Se concluye que este modelo tiene importancia te車rico-pr芍ctica para dise ar estrategias de trabajo en colectivo en la forma organizativa de la ense anza "videoclase" supliendo aquellos aspectos con dificultades de comunicaci車n a partir de reflexiones grupales posconferencia inmediata, guiados por el facilitador, as赤 como actividades de relaci車n interalumnos en la clase, mientras se mejoran las dificultades en los medios, y despu谷s que se perfeccionen, para aumentar la comunicaci車n educador-estudiante-profesor de video clases en dicha forma organizativa. The 2004-2005 academic year witnessed the changes in the organization of the "lecturing" teaching in basic biomedical subjects with the introduction of VHS videos; and in the 2007-2008 academic year, the digital video began to be used in the so-called "guiding conferences". However, there is an educator in the classroom, who is called facilitator and the applied communicative model has not been thoroughly studied. On the basis of the study of the teaching aids in the basic biomedical sciences lectures delivered in the first year of the medical career, the present paper was intended to analyze possible recommendations for qualitative improvement and for a communicative model in which the video professor, the classroom educator and the students will interact. It was concluded that this model is important from a theoretical-practical viewpoint to design collective working strategies within the "video class" teaching organization, thus solving those aspects with communicative difficulties through facilitator-guided group reflections immediately after the lectures as well as activities for encouraging interactions among students in class; also the difficulties in the audiovisual aids must be overcome, and after this, the communication among educator, student and video professor shou
%K Comunicaci車n educativa
%K videoclase
%K Educational communication
%K video class
%U http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000100005